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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.

Addressing the issues of educational equity and social class diversity, Donna Marie San Antonio documents the challenges adolescents face when making the transition from elementary school to middle school. The book explores the values, resources, and ways of interacting that students from diverse economic backgrounds bring from their families and communities, and how they are enabled or discouraged from integrating these assets in their new school environment.

Purpose - The aim of this paper is to explain how errors in policymaking contribute to the minimal impact that structural, curricular and cultural changes have made on teaching practice in American schools.Design methodology approach - Drawing on the author's research legacy, the paper extends an historical analysis to explore and explain current dilemmas of change in schools and schooling.Findings - Over the last century, educational reforms have most often led to first order classroom change, represented by the development of hybrids of old and new teaching practices. Second order change at the classroom level has proven elusive. Factors at the policymaking level that explain the minimal impact on classroom practice include a misplaced trust in structural reform, an understanding of schools as complicated rather than complex systems, and the tendency not to distinguish teacher quality from the quality of teaching.Originality value - The paper proposes that the lack of impact of reform on classroom practice is explained in large part by errors in assumptions and thinking that policymakers commit, a focus seldom explored in research.

There has been a Jewish presence in Muncie, Indiana since before the city was incorporated in 1865. Most people, however, do not even know that the city has a synagogue or where it is located. This study contextualizes this small Jewish community within small-town America. For this study, we interviewed 12 Jewish individuals, including college students and faculty members at Ball State University, about their Jewish religion, identity, and experiences with antisemitism in this East-Central Indiana community. The interviews were transcribed and hand-coded for elements of Jewish life and identity, including the frequency of terms related to Jewish holidays, Christian dominance, and antisemitic interactions. These transcripts were also used to create a word corpus that was analyzed using a text analysis tool that calculates the frequency of dominant terms and their context. From this analysis, we determined that many Jewish college students and professors in Muncie experience Christian hegemony, not only because of public religious celebrations, feelings of difference, and Christian evangelization on campus and in public spaces, but also because many of the people interviewed revealed experiences of being someone's \"first Jew,\" or the first Jewish person they have met.

From initial lockdown to the first vaccines, Class of COVID-19 unveils untold and thought-provoking stories of courage and hope during a global pandemic. The stories move far beyond school buildings to show the fears, challenges, and triumphs of exemplary teachers and students. Faced with struggles around mental health, inequities in school resources, and racial injustice, the characters evolve to become true leaders in their communities and prove that sometimes the most important lessons are learned outside the classroom.

Using a sample of college students (N = 904) from the \"Bible Belt,\" this study examines the effect of religiosity and self-control on late adolescents' delay in initiating sexual intercourse or oral sex. Findings from logistic regressions provide evidence that for each one unit increase in self-control, the odds of a male remaining a virgin or of delaying oral sex increased by a factor of 1.82 and 2.84, respectively, while for females, the odds of not engaging in oral sex increased by a factor of 1.67. In addition to the effect of self-control, a one unit increase in religiosity results in the odds of a male remaining a virgin by a factor of 3.86 and 3.30, respectively. For females the odds are increased by a factor of 4.13 and 2.60, respectively. Mediation tests also provided evidence that self-control mediated the effects by religiosity on both dependent measures. Thus, both religiosity and self-control independently and additively function as key social control mechanisms that promote late adolescent health.

Life chances explore the state of equality of opportunities in Turkey. It builds on the concepts and ideas presented in the World Development Report 2006: equity and development. The authors assess how today's distribution of wealth and the success of children in learning to read and write are shaped by the past, by factors predetermined at birth, factors over which today's children and families have no control: one's gender, parents' and grandparents' education, region and area of birth, or mother tongue. Some of the findings are stark, especially as they pertain to how the opportunities today's children have affect the future of the country: a girl born in a remote village to a poor family and parents with primary education degrees will very likely struggle in almost every area of her development. Compared with a boy born to well-off, highly educated parents in one of the urban centers in the country's west, that girl is four times as likely to suffer from low birth weight, one-third as likely to be immunized, and ten times as likely to have her growth stunted as a result of malnutrition. Similarly she has a one-in-five chance of completing high school, whereas the boy will likely finish school and move on to college. Life chances shows how investing in early childhood education has huge payoffs, for disadvantaged children as well as social and economic development at large. This book goes beyond tradeoffs between efficiency and equity. It shows that a focus on equity, equality of opportunities, can also lead to enhanced efficiency, once the productive capabilities of all citizens are nurtured to their fullest extent regardless of the luck of the draw at birth.

Youth Violence in African American communities is still considered to be at epidemic proportions. The traditional risk factors for youth violence (i.e. delinquent friends, poverty, drug use, carrying a weapon etc.) do not account for the disproportionate overrepresentation of African American males. This study sought to better understand the propensity for violence among African American males ages 14-19 years (N=224) from four different programmatic sites: A Philadelphia high school, an African-centered charter high school, a youth detention facility, and a program that serves youth who are on probation or parole. The findings indicate that internalized racism enhances the variance explained above the variables typically explored in the delinquency and criminology literature. If further research can replicate these findings, this has implications for the content and direction of prevention approaches with African American male youth.

Although the colonial relationship between the Philippines and the United States precipitated nurse education and migration patterns that exist today, little is known about the factors that sustained them. During the first half of the twentieth century, for example, the Philippines trained its nurse workforce primarily for domestic use. After the country's independence in 1946, however, that practice reversed. Nurse education in the Philippines was driven largely by US market demand in tandem with local messages linking work and nationalism and explicit policies to send nurses abroad. As these ideologies and practices became firmly entrenched, nurse production not only exceeded the country's numerical requirements but focused largely on preparing practitioners for the health care needs of developed nations rather than the public health needs of the indigenous population. This historical trend has important present-day ramifications for the Philippines, whose continued exodus of nurses threatens its public health.