scholarly journals Top-tier liberal arts colleges in the United States and the struggle for racial diversity: re-stating the problem and re-crafting its solution

2021 ◽  
Author(s):  
Richard Leonard Goerwitz
Keyword(s):  
United States ◽  
Liberal Arts ◽  
Liberal Arts Colleges ◽  
Racial Diversity ◽  
The United States ◽  
Alternate Assessment ◽  
Dominant Culture ◽  
Recruitment Pattern ◽  
Post Secondary ◽  
First Time

This study concludes that, despite a rising din of criticism, and despite the existence of alternate assessment frameworks, top-tier liberal arts colleges in the United States measure themselves along axes of wealth and exclusivity, and prioritize their operations accordingly. Paradoxically, though, they articulate diversity, particularly racial diversity, as a key goal. To reconcile their exclusivity with racial diversity, such institutions recruit students that, regardless of race, arrive on campus pre-acculturated to the dominant White culture—a self-defeating recruitment pattern that tends to exclude students not so acculturated. This study reviews various ways such institutions can go about discussing and resolving this inherent conflict at the institutional level and in so doing support minority students from more typical schools and neighborhoods, who become fully immersed in the dominant culture for the first time only upon initiating their post-secondary education.

scholarly journals Trends in Public and Global Health Education among Nationally Recognized Undergraduate Liberal Arts Colleges in the United States

2018 ◽  
Vol 98 (5) ◽  
pp. 1228-1233 ◽  
Author(s):  
Patrick A. Robinson ◽  
Kate K. Orroth ◽  
Lauren A. Stutts ◽  
Patrick A. Baron ◽  
David R. Wessner
Keyword(s):  
United States ◽  
Health Education ◽  
Global Health ◽  
Liberal Arts ◽  
Liberal Arts Colleges ◽  
The United States ◽  
Global Health Education

scholarly journals Postcolonial Feminisms and Introducing Sociology in the Imperium

2015 ◽  
Vol 101 ◽  
pp. 63-71 ◽  
Author(s):  
Jyoti Puri
Keyword(s):  
United States ◽  
Liberal Arts ◽  
Liberal Arts Colleges ◽  
The United States ◽  
Undergraduate Teaching ◽  
Teaching Sociology ◽  
Race Ethnicity ◽  
The Individual ◽  
Individual Self ◽  
Globalized World

This article addresses the limits of teaching sociology as a Eurocentric modernist discipline in the context of the postcolonial present. Living in a transnational and globalized world makes the most basic and fundamental sociological concepts woefully delimiting, since they are ahistoricized and universalized terms rooted in a very specific modernist life-world. Words such as ‘individual,’ ‘self,’ ‘society,’ and ‘social’ are used routinely in everyday parlance as if their meanings are self-evident. This is not surprising given that scholarship and undergraduate teaching in the United States have also rendered them as generic, self-evident words without unraveling them reflectively as concepts, much like the ways in which ‘nation,’ ‘state,’ ‘gender,’ ‘race,’ ‘ethnicity,’ ‘sexuality,’ ‘citizen,’ ‘immigrant,’ ‘migrant,’ and ‘other,’ have been shown to reflect particular modern, liberal understandings. What scholarly, disciplinary and pedagogical challenges are faced when notions such as the ‘individual’ and ‘self’ are interrogated in the classroom from transnational and postcolonial perspectives? Writing from the standpoint of an immigrant feminist sociologist teaching in liberal arts colleges in northeast United States, I reflect on strategies that draw students toward a critical engagement with sociology while coming to grips with subject positions and political and cultural histories that shape such engagements.

Collaborations in Liberal Arts Colleges in Support of Digital Humanities

2016 ◽  
pp. 31-60
Author(s):  
Lisa M. McFall ◽  
Janet Thomas Simons ◽  
Gregory Lord ◽  
Peter J. MacDonald ◽  
Angel David Nieves ◽  
...  
Keyword(s):  
United States ◽  
Liberal Arts ◽  
Digital Humanities ◽  
Liberal Arts Colleges ◽  
The United States ◽  
International Partnerships ◽  
Hamilton College ◽  
Liberal Arts Institution ◽  
Information Technology Services ◽  
Technology Services

The field of digital humanities has been rapidly expanding over the course of the last decade. As such, academic institutions have been working to identify ways of supporting these new endeavors in a time of economic struggles. The Digital Humanities Initiative (DHi) at Hamilton College was conceived as one possible model of supporting digital humanities scholarship at a liberal arts institution. The DHi model relies heavily on collaboration among different teams in the Library and Information Technology Services across campus, and with institutions across the United States. DHi also has international partnerships that promote its goals in research, learning, and public humanities. This chapter will describe the various collaborations of DHi and offer suggestions for how others can implement similar support models at their institutions.

scholarly journals Institutional models for adjudicating plagiarism in the United States

2013 ◽  
Vol 9 (1) ◽  
Author(s):  
Andrew D Garner ◽  
Larry Hubbell
Keyword(s):  
United States ◽  
Academic Dishonesty ◽  
Liberal Arts ◽  
Process Model ◽  
Liberal Arts Colleges ◽  
The United States ◽  
Public Institutions ◽  
Decision Makers ◽  
Student Centered ◽  
Incentive Structures

There is considerable variation in how colleges and universities across the United States adjudicate plagiarism. This article formulates three separate models that reflect differing administrative approaches in these institutions and discusses how each model alters the incentive structures for both students and faculty when it comes to preventing and mediating instances of academic dishonesty. Among highly selective private liberal arts colleges, the authors find that many schools employ a 'student-centered' model that allows students control over much of the decisionmaking process. In contrast, many larger universities and public institutions engage in a more litigation-averse'due process' model where faculty and administration are the primary decision-makers. Finally, the authors consider the presence of a potential de facto 'classroom manager' model where adjudication of academic dishonesty is handled primarily by the professor outside of any independent institutional process. These models reflect general typologies reflecting different institutional and organisational cultures that can lead to different incentive structures for faculty and students when confronted with instances of academic dishonesty.

The End of Empire and the Search for Justice

2018 ◽  
Author(s):  
John Linarelli ◽  
Margot E Salomon ◽  
Muthucumaraswamy Sornarajah
Keyword(s):  
United States ◽  
International Economic ◽  
International Law ◽  
International Economic Order ◽  
The United States ◽  
Economic Order ◽  
Global Context ◽  
Neoliberal Ideology ◽  
First Time

This chapter is a study of the themes of the New International Economic Order (NIEO). It begins with the notion of justice that had been constructed in imperial law to justify empire and colonialism. The NIEO was the first time a prescription was made for justice in a global context not based on domination of one people over another. In its consideration of the emergence of a new notion of justice in international law, the chapter discusses the reasons for the origins of the NIEO, and goes on to describe the principles of the NIEO and the extent to which they came into conflict with dominant international law as accepted by the United States and European states. Next the chapter deals with the rise of the neoliberal ideology that led to the displacement of the NIEO and examines the issue of whether the NIEO and its ideals have passed or whether they continue to be or should be influential in international law. Finally, the chapter turns to the ideas of the NIEO alongside new efforts at promoting a fuller account of justice by which to justify and evaluate international law.

Sources of Information About Gestational Weight Gain, Diet, and Exercise Among Brazilian Immigrant Women Living in the United States: A Cross-Sectional Study

2021 ◽  
pp. 1-41
Author(s):  
Ana Cristina Lindsay ◽  
Qun Le ◽  
Denise Lima Nogueira ◽  
Márcia M. T. Machado ◽  
Mary L. Greaney
Keyword(s):  
United States ◽  
Weight Gain ◽  
Gestational Weight Gain ◽  
The United States ◽  
The Internet ◽  
Sources Of Information ◽  
Cross Sectional ◽  
Gestational Weight ◽  
Diet And Exercise ◽  
First Time

Abstract Objectives: The objective of this study was to assess sources of information about gestational weight gain (GWG), diet, and exercise among first-time pregnant Brazilian women in the United States (US). Design: Cross-sectional survey. Setting: Massachusetts, United States. Participants: First-time pregnant Brazilian women. Results: Eighty-six women, the majority of whom were immigrants (96.5%) classified as having low-acculturation levels (68%), participated in the study. Approximately two-thirds of respondents had sought information about GWG (72.1%), diet (79.1%), and exercise (74.4%) via the internet. Women classified as having low acculturation levels were more likely to seek information about GWG via the internet (OR = 7.55; 95% CI: 1.41, 40.26) than those with high acculturation levels after adjusting for age and receiving information about GWG from healthcare provider (doctor or midwife). Moreover, many respondents reported seeking information about GWG (67%), diet (71%), and exercise (52%) from family and friends. Women who self-identified as being overweight pre-pregnancy were less likely to seek information about diet (OR = 0.32; 95% CI: 0.11, 0.93) and exercise (OR = 0.33; 95% CI: 0.11, 0.96) from family and friends than those who self-identified being normal weight pre-pregnancy. Conclusions: This is the first study to assess sources of information about GWG, diet, and exercise among pregnant Brazilian immigrants in the US. Findings have implications for the design of interventions and suggest the potential of mHealth intervention as low-cost, easy access option for delivering culturally and linguistically tailored evidence-based information about GWG incorporating behavioral change practices to this growing immigrant group.

Excavating the Layers of Trauma in Homelands and Hostlands: Supporting Political Refugees in U.S. Schools

2021 ◽  
pp. 155545892199751
Author(s):  
Mehtap Akay ◽  
Reva Jaffe-Walter
Keyword(s):  
United States ◽  
Teacher Education ◽  
Education System ◽  
Home Country ◽  
The United States ◽  
Dominant Culture ◽  
Refugee Students ◽  
Political Refugees ◽  
Language And Education ◽  
Insight Into

This article details how a newly arrived Turkish refugee student navigates schooling in the United States. It highlights the trauma a purged Turkish families experience in their home country and their challenges as newcomers unfamiliar with their new country’s dominant culture, language, and education system. The case narrative provides insight into how children of Turkish political refugees are often overlooked in the context of U.S. schools, where teachers lack adequate training and supports. By illuminating one refugee family’s experiences in U.S. schools, the case calls for leaders to develop holistic supports and teacher education focused on the needs of refugee students.

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