Brain Drain and Brain Gain: Rising Educational Segregation in the United States, 1940–2000

2006 ◽  
Vol 5 (4) ◽  
pp. 387-407 ◽  
Author(s):  
Thurston Domina
Keyword(s):  
Residential Segregation ◽  
College Graduates ◽  
High School Graduates ◽  
Educational Inequality ◽  
The United States ◽  
Late 20Th Century ◽  
Economic Segregation ◽  
Highly Educated ◽  
Recent Developments ◽  
Recent Trends

The post‐industrialization of the American economy, combined with the expansion of American higher education, has created a new form of residential segregation. This paper examines recent trends in residential segregation between college graduates and high school graduates, demonstrating that America's educational geography became increasingly uneven between 1940 and 2000. During this period, educational inequality between American census divisions, metropolitan areas, counties, and census tracts increased dramatically. This trend is independent of recent developments in racial and economic segregation. Segregation between the highly educated and the less educated increased dramatically in the late 20th century, even as racial segregation declined, and economic segregation changed very little.

U.S. Copyright Relations with Central, East European, and Eurasian Nations in Historical Perspective

Slavic Review ◽  
2006 ◽  
Vol 65 (2) ◽  
pp. 325-348 ◽  
Author(s):  
Janice T. Pilch
Keyword(s):  
Digital Technology ◽  
Central And Eastern Europe ◽  
Historical Context ◽  
The United States ◽  
Copyright Law ◽  
East European ◽  
The Public ◽  
Recent Developments ◽  
Recent Trends ◽  
Global Economic Growth

In the last decade, the international copyright environment has been transformed by the rise of digital technology and by a new emphasis on intellectual property as a key to global economic growth. Recent trends have coincided with developments in the postcommunist nations of central and eastern Europe and Eurasia and have changed the rules for the use and dissemination of works originating in these nations. In this article, Janice T. Pilch examines recent developments in a historical context, from the origins of the international copyright system in the mid-nineteenth century and the establishment of U.S. copyright relations with central and east European nations in the early twentieth century, to integration within the international copyright regime today. The chronology details the application of U.S. copyright law to works from these nations, illustrating the effects of copyright restoration in the mid-1990s to foreign works that had previously been in the public domain in the United States, a development of foremost concern to scholars, educators, and librarians whose efforts depend on the continued availability of information.

scholarly journals Interracial Dialogues in Dixie: Expressing Emotions to Promote Racial Reconciliation

2021 ◽  
Author(s):  
Jeneve Brooks ◽  
Sharon Everhardt ◽  
Samantha Earnest ◽  
Imren Dinc
Keyword(s):  
Race Relations ◽  
Residential Segregation ◽  
Racial Profiling ◽  
Educational Inequality ◽  
The United States ◽  
Interracial Relationships ◽  
Racial Reconciliation ◽  
Institutionalized Racism ◽  
Racial Injustice ◽  
Qualitative Exploration

Given the legacy of racial injustice and mistrust that continues to plague race relations in the United States, it is important that citizens of different racial backgrounds come together to share their feelings and thoughts about race issues in order to advance racial reconciliation in their own communities. Saunders (1999) asserts that such dialogues can transform interracial relationships that could inspire the larger community to change itself. This study presents the results of nine interracial focus groups from two dialogues on race relations events held in Dothan, Alabama in 2015 and 2016. Our findings illustrate that many Black respondents displayed both anger and sadness as they provided stories of the institutionalized racism (e.g., racial profiling, educational inequality, residential segregation, etc.) as well as the more personalized racism that they had experienced. White respondents too demonstrated anger and sadness when relating their own experiences of strained race relations. This mixed-methods study also employed API analysis to further strengthen our original qualitative exploration of emotions. We argue that interracial dialogues can hold the potential for racial reconciliation as participants’ stories elucidate our most intransient race problems while also highlighting the emotions that connect discussants through the dialogic process.

Immigration and American Catholic Intellectual Life

1964 ◽  
Vol 26 (2) ◽  
pp. 147-173 ◽  
Author(s):  
Philip Gleason
Keyword(s):  
College Graduates ◽  
The United States ◽  
Academic Experience ◽  
Intellectual Life ◽  
American Catholicism ◽  
Career Plans ◽  
The Past ◽  
Recent Developments ◽  
The Subject ◽  
American Catholic

Relatively little has been added in the past two or three years to the discussion of Catholic intellectual life in the United States which reached a climax following the publication of Msgr. John Tracy Ellis's essay on the subject in 1955. No doubt one reason is that the subject appeared to be very nearly exhausted—or at least the reader of Catholic journals was faced with exhaustion if he tried to keep abreast of the discussion. A volume of readings entitled American Catholicism and the Intellectual Ideal contains excerpts from forty-six books and articles published in the years 1955–1958 alone. Interest flagged somewhat in the early 1960's, but two recent developments may serve to quicken it: one is the publication of Richard Hofstadter's general study, Anti-intellectualism in American Life, which includes a brief treatment of the Catholic aspects of anti-intellectualism; the other is the publication by Reverend Andrew M. Greeley of the results of a survey of the academic experience and career plans of 35,000 college graduates of the class of 1961.

Childhood and the Classics

2018 ◽  
Author(s):  
Sheila Murnaghan ◽  
Deborah H. Roberts
Keyword(s):  
Virginia Woolf ◽  
Nathaniel Hawthorne ◽  
Historical Novel ◽  
The United States ◽  
Classical Antiquity ◽  
Charles Kingsley ◽  
Special Relation ◽  
Literary Responses ◽  
Recent Trends ◽  
Children's Stories

This book explores the childhood reception of classical antiquity in Britain and the United States over a century-long period beginning in the mid-nineteenth century, with a focus on two genres of children’s literature– the myth collection and the historical novel—and on adults’ literary responses to their own childhood encounters with antiquity. The book recognizes the fundamental role in writing for children of adults’ ideas about what children want or need, but also attends to the ways in which child readers make such works their own. The authors first trace the tradition of myths retold as children’s stories (and as especially suited to children) from Nathaniel Hawthorne and Charles Kingsley to Roger Lancelyn Green and Ingri and Edgar Parin D’Aulaire, treating both writers and illustrators. They then turn to historical fiction, particularly to the roles of nationality and of gender in the construction of the ancient world for modern children. They conclude with an investigation of the connections between childhood and antiquity made by writers for adults, including James Joyce, Virginia Woolf, Naomi Mitchison, and H.D., and with a reading of H.D.’s novella The Hedgehog as a text on the border between children’s and adult literature that thematizes both the child’s special relation to myth and the adult’s stake in children’s relationship to the classics. An epilogue offers a brief overview of recent trends, which reflect both growing uncertainty about the appeal of antiquity to modern children and an ongoing conviction that the classical past is of perennial interest.

scholarly journals Improving Undergraduate Life Science Education for the Biosciences Workforce: Overcoming the Disconnect between Educators and Industry

2018 ◽  
Vol 17 (3) ◽  
pp. es12 ◽  
Author(s):  
Christopher Thompson ◽  
Joseph Sanchez ◽  
Michael Smith ◽  
Judy Costello ◽  
Amrita Madabushi ◽  
...  
Keyword(s):  
United States ◽  
Workforce Development ◽  
The United States ◽  
University Graduates ◽  
Washington Dc ◽  
College And University ◽  
Highly Educated ◽  
Undergraduate Institutions ◽  
And Mathematics ◽  
Undergraduate Programs

The BioHealth Capital Region (Maryland, Virginia, and Washington, DC; BHCR) is flush with colleges and universities training students in science, technology, engineering, and mathematics disciplines and has one of the most highly educated workforces in the United States. However, current educational approaches and business recruitment tactics are not drawing sufficient talent to sustain the bioscience workforce pipeline. Surveys conducted by the Mid-Atlantic Biology Research and Career Network identified a disconnect between stakeholders who are key to educating, training, and hiring college and university graduates, resulting in several impediments to workforce development in the BHCR: 1) students are underinformed or unaware of bioscience opportunities before entering college and remain so at graduation; 2) students are not job ready at the time of graduation; 3) students are mentored to pursue education beyond what is needed and are therefore overqualified (by degree) for most of the available jobs in the region; 4) undergraduate programs generally lack any focus on workforce development; and 5) few industry–academic partnerships with undergraduate institutions exist in the region. The reality is that these issues are neither surprising nor restricted to the BHCR. Recommendations are presented to facilitate improvement in the preparation of graduates for today’s bioscience industries throughout the United States.

Do Well-off Families Compensate for Low Cognitive Ability? Evidence on Social Inequality in Early Schooling from a Twin Study

2019 ◽  
Vol 92 (2) ◽  
pp. 150-175 ◽  
Author(s):  
Carlos J. Gil-Hernández
Keyword(s):  
Cognitive Ability ◽  
Fixed Effects ◽  
Equal Opportunity ◽  
Educational Inequality ◽  
Educational Transitions ◽  
Downward Mobility ◽  
Highly Educated ◽  
Academic Track ◽  
Early Schooling ◽  
Academic Potential

This article bridges the literature on educational inequality between and within families to test whether high–socioeconomic status (SES) families compensate for low cognitive ability in the transition to secondary education in Germany. The German educational system of early-ability tracking (at age 10) represents a stringent setting for the compensatory hypothesis. Overall, previous literature offers inconclusive findings. Previous research between families suffers from the misspecification of parental SES and ability, while most within-family research did not stratify the analysis by SES or the ability distribution. To address these issues, I draw from the TwinLife study to implement a twin fixed-effects design that minimizes unobserved confounding. I report two main findings. First, highly educated families do not compensate for twins’ differences in cognitive ability at the bottom of the ability distribution. In the German system of early-ability tracking, advantaged families may have more difficulties to compensate than in countries where educational transitions are less dependent on ability. Second, holding parents’ and children’s cognitive ability constant, pupils from highly educated families are 27% more likely to attend the academic track. This result implies wastage of academic potential for disadvantaged families, challenging the role of cognitive ability as the leading criterion of merit for liberal theories of equal opportunity. These findings point to the importance of other factors that vary between families with different resources and explain educational success, such as noncognitive abilities, risk aversion to downward mobility, and teachers’ bias.

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