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Religions often preach preferential treatment of fellow believers. This paper examines whether one's religious status (secular or religious) leads one to discriminate against people with a different religious status; how this affects human capital formation; and whether this discrimination is affected by exposure to others with a different religious orientation. We develop a method of detecting individual religious status and apply it to study grading decisions on national matriculation exams in Israel's Jewish state education. Comparing grades given by religious versus secular examiners to religious versus secular students, we find evidence of in-group bias. This bias is almost entirely driven by male examiners. Exploiting bunching in the grade distribution, we are able to examine who drives this observed bias: the secular or the religious. In addition, we find that in some cases exposure at home and at work to others with different religious beliefs may attenuate the bias. These biases in grading have long-run implications since they affect students' eligibility for university admission and as a result their occupation and earnings in adulthood.
This book is almost certain to anger the individuals it studies. Odendahl interviewed over 140 wealthy American philanthropists regarding their charitable activities, and through interpretative analysis, she suggests that the rich support upper-class charitable interests, such as private colleges, while basic human services are neglected. Despite politicians' rhetoric, the private sector is unlikely to compensate for cutbacks in government social programs, she concludes. Reasonable objections can be made to some of Odendahl's interpretations, especially those that stray into psychoanalysis (is guilt reduction really a motive toward philanthropy?), but her argument is so passionate that it merits discussion. Both public and academic libraries will want this.--From Library Journal.
This book offers the first broad-scale study of the factors that influence American lawyers' pro bono work, including an original empirical survey of over 3,000 lawyers and a comparative analysis of public service by other professionals and by lawyers in other countries.
What is education for? The question framed in the second half of the eighteenth century in England is still urgent. Posed in textbooks, histories, conduct books, economic treatises, novels, and other kinds of writing, it was asked about punishment, the classical curriculum, the low status of teachers, education of the poor, public school or private tutor, and the education of girls. Uses of Education shows the fundamental question to be about the potential and limits of Enlightenment thought as it seeks to be embodied in institutions.
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"Drawing on Christine Sleeter's review of research on the academic and social impact of ethnic studies commissioned by the National Education Association, this book will examine the value and forms of teaching and researching ethnic studies. The book employs a diverse conceptual framework, including critical pedagogy, anti-racism, Afrocentrism, Indigeneity, youth participatory action research, and critical multicultural education. The book provides cases of classroom teachers to 'illustrate what such conceptual framework look like when enacted in the classroom, as well as tensions that spring from them within school bureaucracies driven by neoliberalism.' Sleeter and Zavala will also outline ways to conduct research for 'investigating both learning and broader impacts of ethnic research used for liberatory ends'"--