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\"Vega Gopalan is adrift. Still reeling from the death of her sister years earlier, she leaves South India to attend graduate school at Columbia University. In New York, Vega straddles many different worlds, eventually moving in and out of a series of relationships that take her through the striving world of academia, the intellectual isolation of the immigrant suburbs, and, ultimately, the loneliness of single motherhood. But it is the birth of Vega's daughter that forces the novel's central question: What does it mean to make a home? Written with dry humor and searing insight, Habitations is an intimate story of identity, immigration, expectation and desire, and of love lost and found. But it is also a universal story of womanhood, and the ways in which women are forced to navigate multiple loyalties: to family, to community, and to themselves.\"-- Provided by publisher.

Plus de deux ans après la déclaration de pandémie de COVID-19 en mars 2020, aucun ouvrage en français ne documente et n’analyse le vécu des mères académiques. La visée de cet ouvrage est de donner une visibilité particulière aux situations rencontrées par les mères et les personnes assumant un rôle parental dans le contexte académique pendant et à la suite de la pandémie. Dans une perspective intersectionnelle, les contributions sélectionnées présentent et analysent les expériences liées à la maternité des étudiantes de doctorat, des chercheuses postdoctorales, des personnes nouvellement professeures, en mi-carrière ou titularisées durant la pandémie. Dans le but de refléter une diversité d’expériences, les propositions par des mères francophones académiques de différentes régions et de différents statuts sont exposées.Trois axes interreliés et non exclusifs balisent l’ouvrage : la spatialité, les temporalités et l’accès aux réseaux de soutien. L’ouvrage comble ainsi un espace de réflexion en contextes francophones dont devraient s’emparer tant les instances universitaires et les personnes qui y participent que la société de façon plus large. Ces voix, très variables et intenses, méritent d’être écoutées, partagées, conservées comme l’ébauche d’une réflexion à poursuivre sur les changements de configurations possibles et souhaités pour l’après-COVID-19. Cet ouvrage constitue un important matériel pédagogique pour les cours universitaires touchant aux enjeux d’équité, de diversité et d’inclusion.

Education, Interrupted tells the story of the unprecedented disruption in schooling caused by the coronavirus pandemic, through the eyes of Tyra Johnson, a single mother raising her three children in one of the poorest zip codes in the country. Veteran journalist Aisha Sultan followed Tyra for two years, through the ups and downs of trying to home-school her children during the COVID pandemic. Tyra’s family faced overwhelming odds — an 18-month absence from in-person schooling, an unexpected pregnancy, the death of her partner, and job loss. Still, Tyra remained devoted to keeping up with her children’s education while still being the best parent she could. The film shows Tyra’s efforts to have her children meet the same educational standards that would be expected of them during in-school learning. When the results of their evaluative tests come back, the gap between expectation and reality is revealed. Education, Interrupted examines these central questions: What are the consequences of missing so many months of formal education during children’s foundational and critical years for literacy development? Will students be able to regain this ground? Or will they join the countless children whose opportunities will be shortchanged long after the pandemic has ended? And can a parent’s relentless dedication and effort enough to overcome the setbacks created by a pandemic that exacerbated existing inequities and devastated communities around the world? Also offering a lens into how young children processed and navigated sudden changes over the course of the pandemic, Education, Interrupted is a vital document both of a specific time, and the challenges that have and continue to be faced by under-resourced schools and communities.

In the US, less than 50% of students who start college ever finish, making America's college completion rates among the worst in the world. Now, there are more than 35 million Americans who started college but never finished, leaving them saddled with debt and behind their peers in earning power. Featuring interviews with LeBron James, Howard Schultz, and our nation's leading voices in education, this penetrating and personal new film investigates America's college dropout crisis through the lives of five diverse students as they fight for a second chance at opportunity and highlights the innovators reimagining higher education for the 21st century.

The contributors begin by examining changes to national and international educational funding policies and the relationship between public and private costs. They focus on the role of families in marshaling the necessary resources, demonstrating that access to post-secondary education is also determined by social capital. The authors conclude that new partnerships between parents, the state, and schools are redefining the various players' roles and commitments to the educational futures of Canadian children.

Could your kids be learning a fourth R at school: reading, writing, 'rithmatic, and race? Race in the Schoolyard takes us to a place most of us seldom get to see in action—our children's classrooms—and reveals the lessons about race that are communicated there. Amanda E. Lewis spent a year observing classes at three elementary schools, two multiracial urban and one white suburban. While race of course is not officially taught like multiplication and punctuation, she finds that it nonetheless insinuates itself into everyday life in schools. Lewis explains how the curriculum, both expressed and hidden, conveys many racial lessons. While teachers and other school community members verbally deny the salience of race, she illustrates how it does influence the way they understand the world, interact with each other, and teach children. This eye-opening text is important reading for educators, parents, and scholars alike.

Frustrated by her students' performance, her relationships with them, and her own daughter's problems in school, Susan D. Blum, a professor of anthropology, set out to understand why her students found their educational experience at a top-tier institution so profoundly difficult and unsatisfying. Through her research and in conversations with her students, she discovered a troubling mismatch between the goals of the university and the needs of students. In\"I Love Learning; I Hate School,\"Blum tells two intertwined but inseparable stories: the results of her research into how students learn contrasted with the way conventional education works, and the personal narrative of how she herself was transformed by this understanding. Blum concludes that the dominant forms of higher education do not match the myriad forms of learning that help students-people in general-master meaningful and worthwhile skills and knowledge. Students are capable of learning huge amounts, but the ways higher education is structured often leads them to fail to learn. More than that, it leads to ill effects. In this critique of higher education, infused with anthropological insights, Blum explains why so much is going wrong and offers suggestions for how to bring classroom learning more in line with appropriate forms of engagement. She challenges our system of education and argues for a \"reintegration of learning with life.\" Frustrated by her students' performance, her relationships with them, and her own daughter's problems in school, Susan D. Blum, a professor of anthropology, set out to understand why her students found their educational experience at a top-tier institution so profoundly difficult and unsatisfying. Through her research and in conversations with her students, she discovered a troubling mismatch between the goals of the university and the needs of students.In\"I Love Learning; I Hate School,\"Blum tells two intertwined but inseparable stories: the results of her research into how students learn contrasted with the way conventional education works, and the personal narrative of how she herself was transformed by this understanding. Blum concludes that the dominant forms of higher education do not match the myriad forms of learning that help students-people in general-master meaningful and worthwhile skills and knowledge. Students are capable of learning huge amounts, but the ways higher education is structured often leads them to fail to learn. More than that, it leads to ill effects. In this critique of higher education, infused with anthropological insights, Blum explains why so much is going wrong and offers suggestions for how to bring classroom learning more in line with appropriate forms of engagement. She challenges our system of education and argues for a \"reintegration of learning with life.\"

Contributions come from authors spread around the globe, illuminating how the efficacy and ideologies of schooling variably unfold in differing national and historical contexts. Written by sociologists, anthropologists, economists, and cultural critics, this journal offers lively and accessible empirical work to a broad audience.

Presenting new empirical evidence and employing fresh theoretical perspectives, this book sheds new light on the challenges that Black Students face from the time they apply to college through their lives on campus.The contributors make the case that the new generation of Black students differ in attitudes and backgrounds from earlier generations, and demonstrate the importance of understanding the diversity of Black identity.Successive chapters address the nature and importance of Black spirituality for reducing isolation and race-related stress, and as a source of meaning making; students’ college selection and decision process and the expectations it fosters; first-generation Black women’s motivations for attending college; the social-psychological determinants of academic achievement, and how resiliency can be developed and nurtured; institutional climate and the role of cultural centers; as well as identity development; and mentoring. The book includes a new research study of African American male undergraduates who identify as gay or bisexual; discusses the impact of student-to-student interactions in intellectual development and leadership building; describes the successful strategies used by historically Black institutions with at-risk men; considers the role of parents in Black male students’ lives, and the applicability of the “millennial” label to the new cohort of African American students.The book offers new insights and concrete recommendations for policies and practices to provide the social and academic support for African American students to persist and fully benefit from their collegiate experience. It will be of value to student affairs personnel and faculty; constitutes a textbook for courses on student populations and their development; and provides a springboard for future research.

This study examined sexual practices in a Nigerian University community with a view to understanding the role of family structure and poverty on risky sexual behaviours. A representative sample of 1,301 undergraduate students was randomly selected from the various faculties that made up the University. Using a questionnaire instrument, information was obtained on sexual behaviours of interest such as sexual initiation, multi-partnered sexual activity and condom use. Findings showed a noticeable variation in the relationship between family structure and risky sexual behaviour. Contrary to expectations, students from single parent homes showed lower likelihood of having multiple sexual partners. Also poverty was found not to be a critical determinant of risky sexual behaviour. Given the unclear nature of the findings, future study should explore further understanding of the relationship between family characteristics, poverty rating and risky sexual behaviour among students. Cette étude a examiné les pratiques sexuelles dans une communauté universitaire nigériane en vue de comprendre l'influence de la structure familiale et de la pauvreté sur les comportements sexuels à risque. Un échantillon représentatif de 1.301 étudiants universitaires a été choisi au hasard parmi les Facultés différentes qui composent l'université. Nous avons recueilli des informations sur les comportements sexuels qui nous intéressent à l'aide d'un instrument de questionnaire, tels que l'initiation sexuelle, activités sexuelles avec plusieurs partenaires et l'utilisation du préservatif. Les résultats ont montré une variation remarquable dans la relation entre la structure familiale et les comportements sexuels à risque. Contrairement aux attentes, les étudiants de familles monoparentales ont montré une moindre probabilité d'avoir de multiples partenaires sexuels. En plus, nous avons découvert que la pauvreté n'a pas été considérée comme un facteur déterminant du comportement sexuel à risque. Compte tenu de la nature incertaine de ces résultats, il faudra une étude future qui devrait explorer davantage la compréhension de la relation entre les caractéristiques familiales, le niveau de la pauvreté et des comportements sexuels à risque chez les étudiants.