scholarly journals Who Benefits from Affirmative Action? The Case of the AEA Summer Minority Program 1986–1990

1992 ◽  
Vol 6 (2) ◽  
pp. 149-156 ◽  
Author(s):  
Michael A Leeds
Keyword(s):  
Affirmative Action ◽  
Value Added ◽  
Summer Program ◽  
Intensive Training ◽  
Undergraduate Instruction ◽  
Temple University ◽  
Admissions Policy ◽  
Economic Association ◽  
And Mathematics ◽  
The Impact

Since 1974, the American Economic Association Summer Minority Program (AEASMP) has provided minority undergraduates with intensive training in the core areas of economics. From 1986 to 1990, while the program was at Temple University, this consisted of advanced undergraduate instruction in microeconomics, macroeconomics, econometrics, and mathematics. As a form of affirmative action aimed at increasing the number of minority economists, the AEASMP is subject to many of the controversies surrounding more standard affirmative action programs. Upon becoming managing director of the AEASMP in 1989, I explicitly attempted to alter the admissions policy in favor of students from lesser backgrounds, favoring those from poorer families and coming from less prestigious institutions. Access to the records of all students who applied to the AEASMP while it was at Temple provides a unique chance to analyze the effect of a change in the underlying philosophy of an affirmative action program. Specifically, I examine the impact of the change in philosophy on who was admitted to the AEASMP. Then, using the grades of students admitted to the summer program, I estimate the effect of the change in admissions procedures on the performance of students in the program. Finally, I test whether students in 1989–1990 performed better than students with similar characteristics in 1986–1988, to see whether there was greater “value-added” by the program in its last two years.

scholarly journals Wealth Discrimination Theory

2018 ◽  
Vol 2 (2) ◽  
pp. 1
Author(s):  
James Edward Curtis Jr.
Keyword(s):  
Civil War ◽  
Wealth Inequality ◽  
Summer Program ◽  
Material Wealth ◽  
Howard University ◽  
Long Run ◽  
Economic Association ◽  
Future Consumption ◽  
The Ohio State University ◽  
The Impact

One approach to analyzing inequality is to compare average economic choices from a classical theoretical framework. Another approach considers the impact of the formation of society, through statutes and institutions, on average economic outcomes. This paper studies the effects of slavery on black-white wealth inequality upon the emancipation of slaves in the US using historical data. The purpose of wealth has varied from over time. From an economics perspective, wealth is the accumulation of resources that have market value and can be liquidated for present and future consumption. This study proceeds based on the most measurable assumption: households reside in a country with a mixed economy of markets and social planning, such that they have an incentive to accumulate material wealth for intertemporal household consumption and social influence. Becker (1957) and Arrow (1972) developed the most general theories of wage discrimination and favoritism. Oaxaca (1973) and Blinder (1973) have mechanized their theories for empirical analysis. While their findings are insightful, they cannot be directly applied to studying wealth differences since wealth is a complex combination of wages and other variables. Finally, since unexplained differences in states that abolished slavery after the Civil War were 10 percent higher than unexplained effects in states that abolished slavery well before the Civil War and the magnitudes of the unexplained effects were similar over the long-run, we cannot reject the existence of a negatively bounded correlation between the duration of time from enslavement and the magnitude of unexplained differences in wealth. This research was funded in part by the National Science Foundation under Grant SES 0096414. I would like to thank John Ham, Richard Steckel, Randall Olsen, Bruce Weinberg, Audrey Light, Nori Hashimoto, James Peck, Patricia Reagan, Charles Kirwin, Rebecca Blank, Charles Betsey, Alvin Thornton, Leibert Morris, Maude Toussaint-Comeau, Simone Wegge, James Wilbanks, Thomas Maloney, and William Collins for their insightful comments. I would also like to thank participants in workshops and seminars at the Ohio State University, Howard University, University of Michigan, American Economic Association Summer Program and Pipeline Conferences, Western Economics Association International meetings, and Social Science History Association meetings. I would also like to thank James Curtis Sr, K D Curtis, Karen Curtis (deceased), Lariece Grant-Brown, Barbara Broadnax, Dwayne Broadnax, Rudy Broadnax, Zee Curtis-Grant, Raymond Tillery, Chris Cooper, Dr. K A Troy, Dr. H. Beecher Hicks, Reverend Charles Lewis, Reverend Cornelius Wheeler, Reverend James Lewis, Elder David Treadwell, Dr. Stephen Tucker and Roberta Tucker, Minister Charles Webb, Minister David Surles, and Elder Gregory Strong for their support. This draft is a revision of a November 2010 paper and August 2001 paper. 

scholarly journals THE DEEP RIVER SCIENCE ACADEMY: A UNIQUE AND INNOVATIVE PROGRAM FOR ENGAGING STUDENTS IN SCIENCE

2014 ◽  
Vol 3 (01) ◽  
pp. 1-8 ◽  
Author(s):  
Carl W. Turner ◽  
Rick Didsbury ◽  
Margo Ingram
Keyword(s):  
High School Students ◽  
The Internet ◽  
Summer Program ◽  
School Students ◽  
Science Camp ◽  
Innovative Program ◽  
Science Academy ◽  
And Mathematics ◽  
The Impact ◽  
Canada Limited

For 28 years, the Deep River Science Academy (DRSA) has been offering high school students the opportunity to engage in the excitement and challenge of professional scientific research to help nurture their passion for science and to provide them with the experience and the knowledge to make informed decisions regarding possible future careers in the fields of science, technology, engineering, and mathematics (STEM). The venue for the DRSA program has been a six-week summer science camp where students, working in pairs under the guidance of a university undergraduate tutor, contribute directly to an on-going research program under the supervision of a professional scientist or engineer. This concept has been expanded in recent years to reach students in classrooms year round by engaging students via the internet over a 12-week term in a series of interactive teaching sessions based on an on-going research project. Although the research projects for the summer program are offered primarily from the laboratories of Atomic Energy of Canada Limited at its Chalk River Laboratories site, projects for the year-round program can be based, in principle, in laboratories at universities and other research institutes located anywhere in Canada. This paper will describe the program in more detail using examples illustrating how the students become engaged in the research and the sorts of contributions they have been able to make over the years. The impact of the program on the students and the degree to which the DRSA has been able to meet its objective of encouraging students to choose careers in the fields of STEM and equipping them with the skills and experience to be successful will be assessed based on feedback from the students themselves. Finally, we will examine the program in the context of how well it helps to address the challenges faced by educators today in meeting the demands of students in a world where the internet provides instant access to information.

scholarly journals Bridging the gap: blending spatial skills instruction into a technology teacher preparation programme

2021 ◽  
Author(s):  
Diarmaid Lane ◽  
Sheryl Sorby
Keyword(s):  
Teacher Preparation ◽  
Gender Gap ◽  
Future Research ◽  
First Year ◽  
Spatial Skills ◽  
First Year Students ◽  
Base Level ◽  
Technology Teacher ◽  
And Mathematics ◽  
The Impact

AbstractIn recent years, there has been a surge in research in spatial thinking across the international community. We now know that spatial skills are malleable and that they are linked to success across multiple disciplines, most notably Science, Technology, Engineering and Mathematics (STEM). While spatial skills have been examined by cognitive scientists in laboratory environments for decades, current research is examining how these skills can be developed in field-based environments. In this paper, we present findings from a study within a Technology Teacher preparation programme where we examined first-year students’ spatial skills on entry to university. We explain why it was necessary to embed a spatial skills intervention into Year 1 of the programme and we describe the impact that this had on students’ spatial scores and on academic performance. The findings from our study highlight a consistent gender gap in spatial scores at the start of the first-year with female students entering the Technology Teacher preparation programme at a lower base level than male students. We describe how we integrated spatial development activities into an existing course and how an improvement in spatial scores and overall course performance was observed. The paper concludes by discussing the long-term sustainability of integrating spatial interventions within teacher preparation programmes while also highlighting the importance of future research to examine spatial skills as a fundamental component of technological capability.

Accuracy development in L2 writing: Exploring the potential of computer-assisted unfocused indirect corrective feedback in an online EFL course

ReCALL ◽  
2021 ◽  
pp. 1-17
Author(s):  
Cédric Brudermann ◽  
Muriel Grosbois ◽  
Cédric Sarré
Keyword(s):  
Foreign Language ◽  
Corrective Feedback ◽  
Computer Assisted ◽  
Mathematics Students ◽  
Language Teacher Education ◽  
Writing Accuracy ◽  
Data Yield ◽  
And Mathematics ◽  
The Impact ◽  
Error Types

Abstract In a previous study (Sarré, Grosbois & Brudermann, 2019), we explored the effects of various corrective feedback (CF) strategies on interlanguage development for the online component of a blended English as a foreign language (EFL) course we had designed and implemented. Our results showed that unfocused indirect CF (feedback on all error types through the provision of metalinguistic comments on the nature of the errors made) combined with extra computer-mediated micro-tasks was the most efficient CF type to foster writing accuracy development in our context. Following up on this study, this paper further explores the effects of this specific CF type on learners’ written accuracy development in an online EFL course designed for freshmen STEM (science, technology, engineering, and mathematics) students. In the online course under study, this specific CF type was experimented with different cohorts of STEM learners (N = 1,150) over a five-year period (from 2014 to 2019) and was computer-assisted: CF provision online by a human tutor was combined with predetermined CF comments. The aim of this paper is to investigate the impact of this specific CF strategy on error types. In this respect, the data yield encouraging results in terms of writing accuracy development when learners benefit from this computer-assisted specific CF. This study thus helps to gain a better understanding of the role that CF plays in shaping students’ revision processes and could inform language (teacher) education regarding the use of digital tools for the development of foreign language accuracy and the issues related to online CF provision.

Open Door System and Endogenous Growth in Indian Economy: An Empirical Analysis on the Role of Human Capital and R&D in Explaining Industrial Productivity

2021 ◽  
Vol 46 (1) ◽  
pp. 24-37
Author(s):  
Arjun K. ◽  
Sanjay Kumar ◽  
A. Sankaran ◽  
Mousumi Das
Keyword(s):  
Human Capital ◽  
Exchange Rate ◽  
Real Exchange Rate ◽  
Endogenous Growth ◽  
Value Added ◽  
Capital Formation ◽  
Knowledge Capital ◽  
Test Technique ◽  
Long Run ◽  
The Impact

The present study investigates the impact of human capital, knowledge capital which is a function of human capital, and real exchange rate scenario in explaining long-run industrial total factor productivity (TFP) from 1980 to 2015 on the theoretical basis of the open endogenous growth model. The variables employed in the contemporary study include manufacturing value added (MNVA) as industrial output measure, gross fixed capital formation (GFCF) as a measure of capital and labour input which is measured using employment data. Gross enrolment ratio (GER) is taken as a measure for human capital formation, expenditure on research and development (R&D) as a proxy for knowledge capital, and real exchange rate indicates global economic shocks. The study involves estimating TFP for Industrial Sector during the post-liberalization period by employing Cobb-Douglas production function. The ARDL bounds test technique for cointegration revealed long-run relation among the varying factors studied. The Toda-Yamamoto causality test concluded bi-directional causality running between, R&D expenditure and Industrial TFP which sends a strong signal to the policymakers for a well-framed long-term integrated approach for human & knowledge capital formation which will act as a strong impetus for manufacturing firms to come up in terms of augmenting production and productivity and expanding foreign market horizon. JEL Classification: D24, E2, J24

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