Your browser is not fully supported. Please upgrade to a modern browser. close.
Google chrome.    safari 4.    internet explorer 8.  Opera 10.    Firefox 3.6.
CASSL

Race, Culture, and Diversity

Title: The Truth and Myth of the Model Minority: The Case of Hmong Americans
Author: Stacey J. Lee
APA: N/A
Status: Available

Desc: N/A

Title: Beyond the Laboratory: Evaluating the Survey Evidence for the Disidentification Explanation of Black-White Differences in Achievement
Author: Stephen L. Morgan and Jal D. Mehta
APA: N/A
Status: Available

The black-white gap in achievement, as measured by performance on standardized tests, has received considerable attention from researchers in the past five years. Claude Steele's stereotype threat and disidentification mechanism is perhaps the most heralded of the new explanations for residual racial differences that persist after adjustments for social background are performed. Analyzing data from the National Education Longitudinal Study, we found qualified support for portions of the disidentification explanation. Black students' academic self-evaluations are more weakly associated with their measured academic performances, a difference that could stem from stereotype threat or a belief that the evaluations are racially biased. But this discounting of performance evaluations does not seem to provoke a more complete disidentification with the schooling process or with academic achievement in general. The findings suggest that there is no clear path from being stereotyped to disidentifying, and in conclusion we discuss alternative explanations for why it may be so.

Title: Cultural Borderlands: A Case Study of Cultural Dissonance in an International School
Author: Michael Allan
APA: N/A
Status: Available

Desc: This article describes an ethnographic case study carried out in an international school in the Netherlands. Using a model borrowed from school improvement theory, it examines the process factors in an international education leading to both pragmatic and ideological outcomes. The study finds that a largely mono-cultural school culture, as is found in many international schools, can not only cause problems for students from minority cultures but can also inhibit the intercultural learning of those from the majority student culture.

Title: Embracing Diversity: Looking at Freshman Attitudes by Race/Ethnicity
Author: Noel-Levitz
APA: N/A
Status: Available

Desc: N/A

Title: First-Generation College Students: Additional Evidence on College Experiences and Outcomes
Author: Ernest T. Pascarella, Christopher T. Pierson, Gregory C. Wolniak and Patrick T. Terenzini
APA: N/A
Status: Available

Desc:N/A

Title: Preparing the Underprepared: An Analysis of Racial Disparities in Postsecondary Mathematics Remediation
Author: Peter Riley Bahr
APA: N/A
Status: Available

Desc: N/A

Title: The Achievement Gap: Myths and Reality
Author: Mano Singham
APA: N/A
Status: Available

Desc: N/A

Title: The Deficit Portrayal of Underrepresented Populations on Community College Campuses: A Cross Case Analysis
Author: Timothy Gray Davies, Lynn Safarik and James H. Banning
APA: N/A
Status: Available

Desc: N/A

Title: The Equity Scorecard: A Collaborative Approach to Assess and Respond to Racial/Ethnic Disparities in Student Outcomes
Author: Frank Harris III and Estela Mara Bensimon
APA: N/A
Status: Available

Desc: N/A

Cosumnes River College | 8401 Center Parkway, Sacramento, CA 95823 | 916-691-7344 | info@crc.losrios.edu | Copyright © 2014 Los Rios Community College District