The Ku Klux Klan in 1920s Arkansas: How Protestant White Nationalism Came to Rule a State. By Kenneth C. Barnes. Fayetteville: University of Arkansas Press, 2021. xiii + 234 pp. $34.95 hardcover.

2021 ◽  
Vol 90 (3) ◽  
pp. 727-728
Author(s):  
Paul Harvey
2020 ◽  
Vol 45 (1) ◽  
pp. 32-70
Author(s):  
John Holden Bickford ◽  
Jeremiah Clabough

The historical roots of White nationalism in the United States appear in the history of the Ku Klux Klan (KKK). Historians have traced three distinct surges in KKK membership and activity.  Recently, White nationalism has reemerged, as evidenced in the 2017 Charlottesville, Virginia events. This guided inquiry positions students explore the Klan’s dubious place in American history.  Primary and secondary sources from each wave, including contemporaneous documents from recent events, are coupled with discipline-specific close-reading and text-based writing strategies.


2018 ◽  
Vol 10 (3) ◽  
pp. 41-62 ◽  
Author(s):  
Nathan Eckstrand

The alt-right claims it responsibly advocates for its positions while the Ku Klux Klan was “ad-hoc.” This allows them to accept the philosophy of white nationalism while rejecting comparisons with prior white nationalist organizations. I confront this by comparing the methodologies of alt-right trolls and the KKK. After studying each movement’s genesis in pranks done for amusement, I demonstrate that each uses threats to police behavior, encourages comradery around ethnic heritage, and manipulates politics to exclude voices from public deliberation. Differences between alt-right trolls and the KKK originate in the technologies they use, not out of a concern for responsible advocacy.


Author(s):  
Ronald J. Schmidt, Jr

Reading Politics with Machiavelli is an anachronistic reading of certain key concepts in Machiavelli’s The Prince and The Discourses (as well as some of his correspondence). In 1513, soon after the Medici returned to power in Florence, Machiavelli lost his position as First Secretary to the Republic, and he was exiled. On his family farm, he began a self-consciously anachronistic reading of great political figures of antiquity, and, in combination with his own experience as a diplomat, crafted a unique perspective on the political crises of his time. At our own moment of democratic crisis, as the democratic imagination, as well as democratic habits and institutions face multiple attacks from neoliberalism, white nationalism, and authoritarianism, I argue that a similar method, in which we read Machiavelli’s work as he read Livy’s and Plutarch’s, can help us see the contingency, and the increasingly forgotten radical potential, of our politics. Louis Althusser argued that Machiavelli functions for us as an uncanny authority, one whose apparent familiarity is dispelled as we examine his epistolary yet opaque account of history, politics, and authority. This makes his readings a potentially rich resource for a time of democratic crisis. With that challenge in mind, we will examine the problems of conspiracy, prophecy, torture, and exile and use a close reading of Machiavelli’s work to make out new perspectives on the politics of our time.


2021 ◽  
Vol 8 ◽  
pp. 238212052110148
Author(s):  
Jasna Vuk ◽  
Steven McKee ◽  
Sara Tariq ◽  
Priya Mendiratta

Background: Medical school learning communities benefit students. The College of Medicine (COM) at the University of Arkansas for Medical Sciences (UAMS) provides medical students with academic, professional, and personal support through a learning community (LC) made of 7 academic houses. Objectives: To evaluate the effectiveness of the academic house model at UAMS utilizing a mixed-methods survey. The aims were to: (1) assess student experience and satisfaction with academic houses, (2) describe the realms of advising and guidance, and (3) identify areas for improvement. Method: An online survey was assigned to 723 COM students (all students enrolled, first through fourth years) at UAMS in March 2019. The survey was comprised of 25 items (10 multiple-choice, 8 on the Likert scale, and 7 open-ended questions). Data was depicted using frequency and percentages and/or thematic review of free-form responses. Results: The survey response rate was 31% (227 students). The majority of students responding (132, 58.1%) attended 2 or more face-to-face meetings with the faculty advisor within the preceding year. However, 27 (11.9%) students did not have any meetings. Approximately two-thirds of the respondents were satisfied or very satisfied with the guidance and direction provided by their advisors [very satisfied (n = 83; 36.6%); satisfied (n = 77; 33.9%)]. Themes that emerged from student generated areas for improvement include time constraints, advisor/advisee interest mismatch, and perceived inadequacy of advising content/connections. Conclusions: This study confirms the effectiveness of the LC model for advising and mentoring in the COM at UAMS. Uniquely, this study identifies not only learners’ satisfaction with their LC but also highlights areas for improvement which are widely generalizable and important to consider for institutions with or planning to start an LC.


2012 ◽  
Vol 127 (4) ◽  
pp. 1883-1925 ◽  
Author(s):  
Roland G. Fryer ◽  
Steven D. Levitt

Abstract In this article, we analyze the 1920s Ku Klux Klan, those who joined it, and its social and political impact by combining a wide range of archival data sources with data from the 1920 and 1930 U.S censuses. We find that individuals who joined the Klan in some cities were more educated and more likely to hold professional jobs than the typical American. Surprisingly, we find little evidence that the Klan had an effect on black or foreign-born residential mobility or vote totals. Rather than a terrorist organization, the 1920s Klan is best described as social organization with a very successful multilevel marketing structure fueled by an army of highly incentivized sales agents selling hatred, religious intolerance, and fraternity in a time and place where there was tremendous demand.


2019 ◽  
Vol 97 (Supplement_3) ◽  
pp. 259-259
Author(s):  
Michael Sims ◽  
Paul A Beck ◽  
Cyril B Stewart ◽  
Reagan Cauble

Abstract Cow disposition has been reported to impact calf performance. The purpose of this study was to investigate the relationship between cow disposition at calving to calf weaning performance. Data were collected from four University of Arkansas research locations on both spring and fall calving herds between August 2017 and May 2018.Cow behavior was observed at calving and received a disposition score (CDS) taken on a 5-point scale where a score of 1 was highly aggressive, and a 5 was apathetic. Calf birthweight (BW), birthdate, and sex were also noted. At weaning, calf weight (WW) was recorded and used to calculate a 205-day adjusted weaning weight (AWW). Calf chute behavior (CS) was taken on a 5-point scale; a score of 1 was indicative of a calm exit, and a 5 was aggressive when exiting the chute. Data were analyzed using the GLIMMIX procedure of SAS. Significance was declared at P ≤ 0.05. Cow Disposition Score had an effect on calf BW (P = 0.0037). Cows that received a disposition score of 2 or 3 had greater calf BW than those who had a disposition score of 4 (P = 0.0021) and (P = 0.0017), respectively. Cow Disposition Score had no effect on calf WW or AWW. Chute Score had an effect on WW (P ≤ 0.05). Calves with a CS of 1 had higher WW than those who had a CS of 2 or 3 (P = 0.028) and (P = 0.005), respectively. Chute Score had an effect on AWW (P = 0.003). Calves that received a CS of 1 had higher AWW than those who had a CS of 2 or 3 (P = 0.0023) and (P = 0.0002), respectively. This study indicates that cows with more aggressive dispositions at calving and calves who had calmer dispositions at weaning had higher performance.


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