WHO SPEAKS AND WHO LISTENS: Revisiting the Chilly Climate in College Classrooms

Almost 40 years ago, scholars identified a “chilly climate” for women in college classrooms. To examine whether contemporary college classrooms remain “chilly,” we conducted quantitative and qualitative observations in nine classrooms across multiple disciplines at one elite institution. Based on these 95 hours of observation, we discuss three gendered classroom participation patterns. First, on average, men students occupy classroom sonic space 1.6 times as often as women. Men also speak out without raising hands, interrupt, and engage in prolonged conversations during class more than women students. Second, style and tone also differ. Men’s language is assertive, whereas women’s is hesitant and apologetic. Third, professors’ interventions and different structures of classrooms can alter existing gender status hierarchies. Extending Ridgeway’s gender system framework to college classrooms, we discuss how these gendered classroom participation patterns perpetuate gender status hierarchies. We thus argue that the chilly climate is an underexplored mechanism for the stalled gender revolution.

Mainstreaming in a Catholic School

This chapter looks at the considerable challenges that Jim Zobrest faced as he attended Salpointe Catholic High School in Tucson, as the only deaf student in that elite institution. Jim’s experiment in mainstreaming did not succeed in overcoming his social isolation within the high school. The school itself largely left Jim to his own devices to succeed in this hearing environment. Jim therefore relied heavily on his interpreter, Jim Santeford, and his younger brother, Sam, to facilitate conversation with his teachers, classmates, and coaches. The kinds, methodologies, and technologies of deaf communication are also considered. Despite mostly succeeding in the classroom, Jim grew increasingly alienated from the school he and his family chose because he was unable to start on his school’s championship-caliber basketball team.

Catching Up Is Hard to Do: Undergraduate Prestige, Elite Graduate Programs, and the Earnings Premium

A commonly held perception is that an elite graduate degree can “scrub” a less prestigious but less costly undergraduate degree. Using data from the National Survey of College Graduates from 2003 to 2017, this article examines the relationship between the status of undergraduate degrees and earnings among those with elite postbaccalaureate degrees. Few graduates of non-selective institutions earn postbaccalaureate degrees from elite institutions, and even when they do, undergraduate institutional prestige continues to be positively related to earnings overall as well as among those with specific postbaccalaureate degrees including business, law, medicine, and doctoral. Among those who earn a graduate degree from an elite institution, the present value of the earnings advantage to having both an undergraduate and a graduate degree from an elite institution generally greatly exceeds any likely cost advantage from attending a less prestigious undergraduate institution.

Life Skill Dan Keharusan Penataan Kembali Pendidikan Indonesia

General Life Skill is a set of skills which is needed by those who are either already working or still studying. General Life Skill (GLS) comprises personal skill which consists of self-awareness and rational thinking and social skills. In Life Skill concept, this general life skill is prioritized to be developed. The problem is, in the practice of education, it is often "neglected" The education often gives less consideration to the process of emotional development (self-awareness), and method of rational thinking and even there is a tendency of education to act as an elite institution which is unfriendly to its social environment.

Das Volk in Waffen: The Formation of an Ottoman Officer

This chapter examines Mustafa Kemal Atatürk's military education. In January 1896, upon graduating from the military preparatory school in Salonica, Mustafa Kemal enrolled in the military high school in Monastir, then the capital of the Ottoman province of the same name. In 1899, at age eighteen, Mustafa Kemal graduated from this high school with flying colors. Mustafa Kemal then moved to Istanbul, where he enrolled in one of the most prestigious schools in the empire, the Royal Military Academy. Once there, he worked relentlessly to gain admission to the Staff Officer College—a highly competitive elite institution widely regarded as the pinnacle of military education in the empire. In 1902, he graduated from the academy and entered the college for two more years of special education. In 1905, he joined the army as a staff officer captain. Ultimately, Mustafa Kemal's studies at the Royal Military Academy exposed him to a radically new set of ideas.

Looking for people like me: The barriers and benefits to SU participation for working class students in an elite institution

In the context of a higher education widening participation agenda that seeks to ‘look beyond the point of entry’, this article investigates working-class students’ experiences of Students’ Unions. The article draws on a Bourdieusian conception of class to demonstrate how working-class students are discouraged from participating in Students’ Union activities on multiple fronts; economic barriers count them out of participation whilst social and cultural considerations lead them to count themselves out. However, the article also argues that, when the economic and social barriers to participation are removed, participation in Students’ Union activities can have a dramatic impact upon students’ wellbeing and personal development.

TECHNOLOGIES OF TIME: CALENDRICS AND COMMONERS IN POSTCLASSIC MEXICO

This article explores how the 260-day divinatory calendar changed over the course of Mesoamerican history. I begin with a description of the day-count in an ethnographic context, twentieth-century highland Guatemala. I then examine the day-count as recorded in sixteenth-century historical documents from central Mexico. Ceramic motifs on Early-Middle Postclassic period pottery from Xaltocan, Mexico, guide an examination of the day-count in the eleventh through sixteenth centuries. This study concludes that despite its reputation as an exclusively elite institution, thetonalpohuallihas served commoner purposes for at least a millennium. Commoners were more knowledgeable and more active agents regarding cosmology than most Mesoamericanists have previously believed. This study concludes that comparative historical analysis, that is, the systematic search fordifferences, as well assimilarities, in the ethnographic, ethnohistorical, and archaeological records, enhances the contributions of ethnography and ethnohistory to Mesoamerican archaeology.