Welcome to our book review site go-pdf.online!
You may have to Search all our reviewed books and magazines, click the sign up button below to create a free account.
Is Grad School for Me?
The first book to provide first-generation, low-income, and nontraditional students of color with insider knowledge on how to consider and navigate graduate school Is Grad School for Me? is a calling card and a corrective to the lack of clear guidance for historically excluded students navigating the onerous undertaking of graduate school—starting with asking if grad school is even a good fit. This essential resource offers step-by-step instructions on how to maneuver the admissions process before, during, and after applying. Unlike other guides, Is Grad School for Me? takes an approach that is both culturally relevant and community based. The book is packed with relatable scenarios, memorable tips, common myths and mistakes, sample essays, and templates to engage a variety of learners. With a strong focus on demystifying higher education and revealing the hidden curriculum, this guide aims to diversify a wide range of professions in academia, nonprofits, government, industry, entrepreneurship, and beyond.
Taking It to the Streets
Stanley, William G. Tierney--Jamie Merisotis, Lumina Foundation, author of America Needs Talent: Attracting, Educating & Deploying the 21st-Century Workforce
Race and Biblical Studies
Classrooms as communities are temporary, but the racial effects can be long term. The biblical studies classroom can be a site of personal and social transformation. To make it a space for positive change, the contributors to this volume question and reevaluate traditional teaching practices and assessment tools that foreground white, Western scholarship in order to offer practical guidance for an antiracist pedagogy. The introduction and fifteen essays provide tools for engaging issues of social context and scriptural authority, nationalism and religious identities, critical race theory, and how race, gender, and class can be addressed empathetically. Contributors Sonja Anderson, Randall C. Bailey, Eric D. Barreto, Denise Kimber Buell, Greg Carey, Haley Gabrielle, Wilda C. Gafney, Julián Andrés González Holguín, Sharon Jacob, Tat-siong Benny Liew, Francisco Lozada Jr., Shelly Matthews, Roger S. Nam, Wongi Park, Jean-Pierre Ruiz, Abraham Smith, and Kay Higuera Smith share their experience creating classrooms that are spaces that enable the production of new knowledge without reproducing a white subject of the geopolitical West.
The Gig Academy
Why the Gig Academy is the dominant organizational form within the higher education economy—and its troubling implications for faculty, students, and the future of college education. Over the past two decades, higher education employment has undergone a radical transformation with faculty becoming contingent, staff being outsourced, and postdocs and graduate students becoming a larger share of the workforce. For example, the faculty has shifted from one composed mostly of tenure-track, full-time employees to one made up of contingent, part-time teachers. Non-tenure-track instructors now make up 70 percent of college faculty. Their pay for teaching eight courses averages $22,400 a year—le...
Campus Counterspaces
Frustrated with the flood of news articles and opinion pieces that were skeptical of minority students' "imagined" campus microaggressions, Micere Keels, a professor of comparative human development, set out to provide a detailed account of how racial-ethnic identity structures Black and Latinx students' college transition experiences. Tracking a cohort of more than five hundred Black and Latinx students since they enrolled at five historically white colleges and universities in the fall of 2013 Campus Counterspaces finds that these students were not asking to be protected from new ideas. Instead, they relished exposure to new ideas, wanted to be intellectually challenged, and wanted to grow...
Because of Race
In Because of Race, Mica Pollock tackles a long-standing and fraught debate over racial inequalities in America's schools. Which denials of opportunity experienced by students of color should be remedied? Pollock exposes raw, real-time arguments over what inequalities of opportunity based on race in our schools look like today--and what, if anything, various Americans should do about it. Pollock encountered these debates while working at the U.S. Department of Education's Office for Civil Rights in 1999-2001. For more than two years, she listened to hundreds of parents, advocates, educators, and federal employees talk about the educational treatment of children and youth in specific schools ...
Off the Mark
"Today's regimes of testing and grading satisfy only the politicians who forced them on America's schools. Yet discarding assessment also serves students poorly. Off the Mark proposes an alternative, replacing motivation-killing tests and grading systems with well-designed assessment that accurately captures learning and fosters students' potential"--
Police Use of Excessive Force against African Americans
Robertson and Chaney examine how the early antecedents of police brutality like plantation overseers, the lynching of African American males, early race riots, the Rodney King incident, and the Los Angeles Rampart Scandal have directly impacted the current relationship between communities of color and police. Using a phenomenological framework, they analyze how African American college students perceive police to determine how race, gender, and education create different realities among a demographic. Based on their qualitative and quantitative findings, Robertson and Chaney offer recommended policies and strategies for police and communities to improve relationships and perceptions between the two.
about Centering Possibility in Black Education
Improving education outcomes for Black students begins with resisting racist characterizations of blackness. Chezare A. Warren, a nationally recognized scholar of race and education equity, emphasizes the imperative that possibility drive efforts aimed at transforming education for Black learners. Inspired by the “freedom dreaming” of activists in the Black radical tradition, the book is comprised of nine principles that clarify how centering possibility actively refuses limitations for what Black people can create, accomplish, and achieve. This interdisciplinary volume also features over 30 original images, poems, and lyrics by Black artists from around the United States, each helping t...
The Grind
Few scholars have explored the collective experiences of women living in the inner city and the innovative strategies they develop to navigate daily life in this setting. The Grind illustrates the lived experiences of poor African American women and the creative strategies they develop to manage these events and survive in a community commonly exposed to violence. Alexis S. McCurn draws on nearly two years of naturalistic field research among adolescents and adults in Oakland, California to provide an ethnographic account of how black women accomplish the routine tasks necessary for basic survival in poor inner-city neighborhoods and how the intersections of race, gender, and class shape how black women interact with others in public. This book makes the case that the daily consequences of racialized poverty in the lives of African Americans cannot be fully understood without accounting for the personal and collective experiences of poor black women.
