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The participation of Black students in science, technology, engineering, and mathematics (STEM) fields, is an issue of national concern. Educators and policymakers are seeking to promote STEM studies and eventual degree attainment, especially those from underrepresented groups, including Black students, women, economically disadvantaged, and students with disabilities. Literature shows that this has been of great interest to researchers, policymakers, and institutions for several years (Nettles & Millet, 2006; Council of Graduate School (CGS), 2009; National Science Foundation (NSF), 2006), therefore an extensive understanding of access, attrition, and degree completion for Black students in STEM is needed. According to Hussar and Bailey (2014), the Black and Latino postsecondary enrollment rates will increase by approximately 25% between 2011 and 2022. It is critical that this projected enrollment increase translates into an increase in Black student STEM enrollment, persistence and consequently STEM workforce. In view of the shifting demographic landscape, addressing access, equity and achievement for Black students in STEM is essential. Institutions, whether they are secondary or postsecondary, all have unique formal and informal academic structures that students must learn to navigate in order to become academically and socially acclimated to the institution (Tyler, Brothers, & Haynes, 2014). Therefore positive experience with the academic environment becomes critical to the success of a student persisting and graduating. Understanding and addressing the challenges faced by Black students in STEM begins with understanding the complexities they face at all levels of education. A sense of urgency is now needed to explore these complexities and how they impact students at all educational levels. This book will explore hidden figures and concerns of social connectedness, mentoring practices, and identity constructs that uncover unnoticed talent pools and encourage STEM matriculation among Black STEM students’ in preK-12 and post-secondary landscapes. Section 1-Socialization Social discourse concerning how male and females are supposed to enact their socially sanctioned roles is being played out daily in educational institutions. Individuals who chose STEM education and STEM careers are constantly battling this social discourse. It is necessary for P-20 STEM spaces to examine and integrate understanding of socialization within the larger societal culture for systemic and lasting change to happen. Section 2-Mentoring A nurturing process in which a more skilled or more experienced person, serving as a role model teaches, sponsors, encourages, counsels, and befriends a less skilled or less experienced person for the purpose of promoting the latter’s academic, professional and/or personal development. Section 3-Identity Research focusing on identity constructs in STEM has become more common, especially as it relates to student retention and attrition. Researchers have been able to use identity as a way to examine how social stigma can cause students to (dis)identify within STEM spaces.
Looking at the Finnish–Russian borderland as a transnational space and claiming that there is a need to understand the long-term effects of migration – a continuing process spanning several generations – The Hidden Minority takes a multi-temporal perspective on mobility and belonging. The focus of this ethnographic study is the Russian minority in Finland, which is socially, economically, politically and culturally heterogeneous.The Russian minority in Finland is imbued with ’being hidden‘ or ’hiding oneself‘. The book explores informants’ reflections, together with the author, on the mental and physical crossing of national borders. Perceptions of belonging and/or Otherness and lived experience reveal a complex relationship of embodied memory, history, time and a multi-national social space.
This book asks why several ethnic and linguistic groups in Central Europe and the Balkans have not yet been legally recognized as national minorities. Some of these hidden minorities have not developed an intellectual elite that can visibly present their identity and claims to the majority population. Other groups are deliberately concealing their existence and language for reasons of self-protection. The chapters in this volume address the everyday mechanisms of hiding and being hidden in the transition zone of these two European regions.
First published in 1997, this volume confronts the common impression of Japan as a successfully homogeneous society which conceals some profound tensions, and one such case is presented by the ethnic Korean community. Despite many shared cultural features there are marked contrasts between the Japanese and Korean value systems and interaction is embittered by Japan’s colonial record in Korea up to 1945. This study examines all major aspects of the Korean experience in Japan including their evolving legal status, political divisions and cultural life as well as the effect of Japan’s relations with Korean regimes.
In Racial Melancholia, Racial Dissociation critic David L. Eng and psychotherapist Shinhee Han draw on case histories from the mid-1990s to the present to explore the social and psychic predicaments of Asian American young adults from Generation X to Generation Y. Combining critical race theory with several strands of psychoanalytic thought, they develop the concepts of racial melancholia and racial dissociation to investigate changing processes of loss associated with immigration, displacement, diaspora, and assimilation. These case studies of first- and second-generation Asian Americans deal with a range of difficulties, from depression, suicide, and the politics of coming out to broader issues of the model minority stereotype, transnational adoption, parachute children, colorblind discourses in the United States, and the rise of Asia under globalization. Throughout, Eng and Han link psychoanalysis to larger structural and historical phenomena, illuminating how the study of psychic processes of individuals can inform investigations of race, sexuality, and immigration while creating a more sustained conversation about the social lives of Asian Americans and Asians in the diaspora.
Marshaling two decades' worth of painstaking research, Paul Longmore's book provides the first cultural history of the telethon, charting its rise and profiling the key figures--philanthropists, politicians, celebrities, corporate sponsors, and recipients--involved.
Americans have always regarded farming as a special calling, one imbued with the Jeffersonian values of individualism and self- sufficiency. As Victoria Saker Woeste demonstrates, farming's cultural image continued to shape Americans' expectations of rural society long after industrialization radically transformed the business of agriculture. Even as farmers enthusiastically embraced cooperative marketing to create unprecedented industry- wide monopolies and control prices, they claimed they were simply preserving their traditional place in society. In fact, the new legal form of cooperation far outpaced judicial and legislative developments at both the state and federal levels, resulting in a legal and political struggle to redefine the place of agriculture in the industrial market. Woeste shows that farmers were adept at both borrowing such legal forms as the corporate trust for their own purposes and obtaining legislative recognition of the new cooperative style. In the process, however, the first rule of capitalism--every person for him- or herself--trumped the traditional principle of cooperation. After 1922, state and federal law wholly endorsed cooperation's new form. Indeed, says Woeste, because of its corporate roots, this model of cooperation fit so neatly with the regulatory paradigms of the first half of the twentieth century that it became an essential policy of the modern administrative state.
Racial and ethnic minority groups in the United States have been growing rapidly in recent decades. Projections based on census data indicate that, in coming years, white people will statistically dominate noticeably fewer regions and public spaces. How will this reversal of minority status affect ideas about race? In spaces dominated by people of color, will attitudes about white privilege change? Or, will deeply rooted beliefs about racial inequality be resilient to numerical shifts in strength? In An Unexpected Minority, sociologist Edward Morris addresses these far-reaching questions by exploring attitudes about white identity in a Texas middle school composed predominantly of African Americans, Latinos, and Asians. Based on his ethnographic research, Morris argues that lower-income white students in urban schools do not necessarily maintain the sort of white privilege documented in other settings. Within the student body, African American students were more frequently the "cool" kids, and white students adopted elements of black culture-including dress, hairstyle, and language-to gain acceptance. Morris observes, however, that racial inequalities were not always reversed. Stereotypes that cast white students as better behaved and more academically gifted were often reinforced, even by African American teachers. Providing a new and timely perspective to the significant role that non-whites play in the construction of attitudes about whiteness, this book takes an important step in advancing the discussion of racial inequality and its future in this country.
In her book, Gulnaz Sibgatullina examines the intricate relationship of religion, identity and language-related beliefs against the background of socio-political changes in post-Soviet Russia. Focusing on the Russian and Tatar languages, she explores how they simultaneously serve the needs of both Muslims and Christians living in the country today. Mapping linguistic strategies of missionaries, converts and religious authorities, Sibgatullina demonstrates how sacred vocabulary in each of the languages is being contested by a variety of social actors, often with competing agendas. These linguistic collisions not only affect meanings of the religious lexicon in Tatar and Russian but also drive a gradual convergence of Russia's Islam and Christianity.
Lifelong Learning and the Roma Minority in the Western Balkans examines the education situation of Roma in the Western Balkans, providing an overview of the education policies for Roma in 5 EU-candidate and potential candidate countries: Albania, Bosnia-Hercegovina, Kosovo, Montenegro and Serbia.