Possible Gender Bias in Ivy League and Selective Colleges

1992 ◽  
Vol 70 (3) ◽  
pp. 970-970
Author(s):  
Russell Eisenman
Keyword(s):  
United States ◽  
High School ◽  
African American ◽  
College Women ◽  
Gender Bias ◽  
The United States ◽  
Ivy League ◽  
Male And Female ◽  
Selective Colleges ◽  
States Data

In a 1991 report it was shown that many college women, especially conservatives, would not want a woman or an African-American to be President of the United States. Data are presented from a 1989 report by Persell and Cookson of 1035 high school seniors, showing Ivy League colleges and other highly selective colleges appeared to discriminate against female applicants. Even though both male and female applicants were from the pool of what elite colleges might consider to be the most qualified candidates, 92% of the boys but only 77% of the girls were accepted by the colleges.

scholarly journals Understanding Loan Aversion in Education

AERA Open ◽  
2017 ◽  
Vol 3 (1) ◽  
pp. 233285841668364 ◽  
Author(s):  
Angela Boatman ◽  
Brent J. Evans ◽  
Adela Soliz
Keyword(s):  
United States ◽  
College Students ◽  
High School ◽  
Community College ◽  
College Women ◽  
Large Scale ◽  
College Education ◽  
The United States ◽  
Quantitative Evidence ◽  
Different Populations

Although prior research has suggested that some students may be averse to taking out loans to finance their college education, there is little empirical evidence showing the extent to which loan aversion exists or how it affects different populations of students. This study provides the first large-scale quantitative evidence of levels of loan aversion in the United States. Using survey data collected on more than 6,000 individuals, we examine the frequency of loan aversion in three distinct populations. Depending on the measure, between 20 and 40% of high school seniors exhibit loan aversion with lower rates among community college students and adults not in college. Women are less likely to express loan-averse attitudes than men, and Hispanic respondents are more likely to be loan averse than White respondents.

scholarly journals Examining Teachers’ Beliefs about African American Male Students in a Low-Performing High School in an African American School District

2010 ◽  
Vol 112 (1) ◽  
pp. 289-330 ◽  
Author(s):  
Marvin Lynn ◽  
Jennifer Nicole Bacon ◽  
Tommy L. Totten ◽  
Thurman L. Bridges ◽  
Michael Jennings
Keyword(s):  
United States ◽  
High School ◽  
African American ◽  
School District ◽  
African American Male ◽  
School Personnel ◽  
The United States ◽  
The State ◽  
Male Students ◽  
African American Male Students

Background/Context The study examines teachers’ and administrators’ perspectives on the persistent academic failure of African American male high school students. The study took place between 2003 and 2005 in a low-performing high school in Summerfield County, a Black suburban county in the Mid-Atlantic region of the United States with a poverty rate below 8%, according to the 2000 United States census. At the time of the study, there were a number of initiatives across the state designed to address what was being referred to as “the minority achievement gap.” The researchers—most of whom were African American faculty and graduate students at the University of Maryland—were interested in understanding what teachers and other school personnel such as counselors and administrators would have to say about why African American students, particularly males, tended to persistently underperform on standardized measures of achievement, had higher rates of suspension and expulsion from school, were overrepresented in special education, and had significantly higher dropout rates than all other subgroups in this mostly Black and middle-class suburban school district. Purpose and Research Questions In the present article, we build on the work of scholars of critical race studies in education and scholars concerned about teachers’ impact on student achievement to explore teachers’ beliefs about African American students, and we discuss the possible implications for African American males in troubled schools. We used critical race ethnographic methods to collect data on the following research questions: (1) How does a low-performing high school in a low-performing school district cope with the persistent problem of African American male underachievement? (2) In particular, how do teachers and administrators understand the problem? (3) How might this impact their ability to work successfully with African American male students? Setting The study took place in Summerfield County, a majority-Black suburban county in the Mid-Atlantic region of the United States. The county is known as the wealthiest Black county in the nation. With over 100,000 students, its school district is one of the largest and lowest performing in the state. At the time of the study, the district was ranked 23rd out of 24 districts in the state in measures of standardized achievement. The research took place in a midsized all-Black high school in a section of the county that is contiguous with one of the poorer sections of a nearby city. The high school, with a 99% Black population of slightly fewer than 1,000 students, was one of the lowest performing high schools in the district. Participants The main participants in the study consisted of two groups: (1) a sample of 50 teachers, administrators, and counselors, and (2) a subsample of 6 teachers in art, music, technology, social studies, and math who participated in ongoing individual interviews, a focus group, and classroom observations. Research Design This study involved a series of focus groups, formal and informal interviews with teachers, counselors, and administrators, and 18 months of ethnographic observations in the school. Conclusions Researchers found that school personnel overwhelmingly blamed students, their families, and their communities for the minority achievement gap. In short, the school was pervaded by a culture of defeat and hopelessness. Ongoing conversations with a smaller group of teachers committed to the success of African American male students revealed that the school was not a safe space for caring teachers who wanted to make a difference in the lives of their students.

scholarly journals Normative Functional Performance Values in High School Athletes: The Functional Pre-Participation Evaluation Project

2018 ◽  
Vol 53 (1) ◽  
pp. 35-42 ◽  
Author(s):  
James A. Onate ◽  
Cambrie Starkel ◽  
Daniel R. Clifton ◽  
Thomas M. Best ◽  
James Borchers ◽  
...  
Keyword(s):  
United States ◽  
High School ◽  
Grade Level ◽  
Normative Data ◽  
Female Athletes ◽  
Functional Performance ◽  
The United States ◽  
Ankle Dorsiflexion ◽  
Male And Female ◽  
Grade Levels

Context:  The fourth edition of the Preparticipation Physical Evaluation recommends functional testing for the musculoskeletal portion of the examination; however, normative data across sex and grade level are limited. Establishing normative data can provide clinicians reference points with which to compare their patients, potentially aiding in the development of future injury-risk assessments and injury-mitigation programs. Objective:  To establish normative functional performance and limb-symmetry data for high school-aged male and female athletes in the United States. Design:  Cross-sectional study. Setting:  Athletic training facilities and gymnasiums across the United States. Patients or Other Participants:  A total of 3951 male and female athletes who participated on high school-sponsored basketball, football, lacrosse, or soccer teams enrolled in this nationwide study. Main Outcome Measure(s):  Functional performance testing consisted of 3 evaluations. Ankle-joint range of motion, balance, and lower extremity muscular power and landing control were assessed via the weight-bearing ankle-dorsiflexion–lunge, single-legged anterior-reach, and anterior single-legged hop-for-distance (SLHOP) tests, respectively. We used 2-way analyses of variance and χ2 analyses to examine the effects of sex and grade level on ankle-dorsiflexion–lunge, single-legged anterior-reach, and SLHOP test performance and symmetry. Results:  The SLHOP performance differed between sexes (males = 187.8% ± 33.1% of limb length, females = 157.5% ± 27.8% of limb length; t = 30.3, P < .001). A Cohen d value of 0.97 indicated a large effect of sex on SLHOP performance. We observed differences for SLHOP and ankle-dorsiflexion–lunge performance among grade levels, but these differences were not clinically meaningful. Conclusions:  We demonstrated differences in normative data for lower extremity functional performance during preparticipation physical evaluations across sex and grade levels. The results of this study will allow clinicians to compare sex- and grade-specific functional performances and implement approaches for preventing musculoskeletal injuries in high school-aged athletes.

Religion, Race, and Humanism

2018 ◽  
Author(s):  
Anthony B. Pinn
Keyword(s):  
United States ◽  
African American ◽  
African Americans ◽  
Richard Wright ◽  
Institutional Development ◽  
The United States ◽  
Unitarian Universalist ◽  
Racial Injustice ◽  
History Of ◽  
Lorraine Hansberry

This chapter explores the history of humanism within African American communities. It positions humanist thinking and humanism-inspired activism as a significant way in which people of African descent in the United States have addressed issues of racial injustice. Beginning with critiques of theism found within the blues, moving through developments such as the literature produced by Richard Wright, Lorraine Hansberry, and others, to political activists such as W. E. B. DuBois and A. Philip Randolph, to organized humanism in the form of African American involvement in the Unitarian Universalist Association, African Americans for Humanism, and so on, this chapter presents the historical and institutional development of African American humanism.

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