The present historical moment may seem a particularly inopportune time to review Bowling Alone, Robert Putnam's latest exploration of civic decline in America. After all, the outpouring of volunteerism, solidarity, patriotism, and self-sacrifice displayed by Americans in the wake of the September 11 terrorist attacks appears to fly in the face of Putnam's central argument: that \"social capital\" -defined as \"social networks and the norms of reciprocity and trustworthiness that arise from them\" (p. 19)'has declined to dangerously low levels in America over the last three decades. However, Putnam is not fazed in the least by the recent effusion of solidarity. Quite the contrary, he sees in it the potential to \"reverse what has been a 30to 40-year steady decline in most measures of connectedness or community.\"' As an example of how the current \"war on terrorism\" could generate a durable civic renewal, Putnam points to the burst in civic practices that occurred during and after World War II, which he says \"permanently marked\" the generation that lived through it and had a \"terrific effect on American public life over the last half-century.\" 3 If Americans can follow this example and channel their current civic

Bowling alone: The collapse and revival of American community

Recording of presentation introducing narrative analysis, outlining what it is, why it can be a useful approach, how to do it and where to find out more. Presentation given at methods@manchester seminar at University of Manchester on 4 March 2010.

What is Narrative Analysis

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Narrative Methods for the Human Sciences

Despite efforts to recruit and retain more women, a stark gender disparity persists within academic science. Abundant research has demonstrated gender bias in many demographic groups, but has yet to experimentally investigate whether science faculty exhibit a bias against female students that could contribute to the gender disparity in academic science. In a randomized double-blind study (n = 127), science faculty from research-intensive universities rated the application materials of a student—who was randomly assigned either a male or female name—for a laboratory manager position. Faculty participants rated the male applicant as significantly more competent and hireable than the (identical) female applicant. These participants also selected a higher starting salary and offered more career mentoring to the male applicant. The gender of the faculty participants did not affect responses, such that female and male faculty were equally likely to exhibit bias against the female student. Mediation analyses indicated that the female student was less likely to be hired because she was viewed as less competent. We also assessed faculty participants’ preexisting subtle bias against women using a standard instrument and found that preexisting subtle bias against women played a moderating role, such that subtle bias against women was associated with less support for the female student, but was unrelated to reactions to the male student. These results suggest that interventions addressing faculty gender bias might advance the goal of increasing the participation of women in science.

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Science faculty’s subtle gender biases favor male students

Introduction - after the science question in feminism. Part 1 Science: feminism confronts the sciences how the women's movement benefits science - two views why \"physics\" is a bad model for physics. Part 2 Epistemology: what is feminist epistemology \"strong objectivity\" and socially situated knowledge feminist epistemology in and after the enlightenment. Part 3 \"Others\": \"...and race?\" - the science question in global feminism common histories, common destinies - science in the first and third worlds \"real science\" thinking from the perspective of lesbian lives reinventing ourselves as other Conclusion - what is a feminist science.

Whose Science? Whose Knowledge? Thinking from Women's Lives

In the current context of legal challenges to affirmative action and race-based considerations in college admissions, educators have been challenged to articulate clearly the educational purposes and benefits of diversity. In this article, Patricia Gurin, Eric Dey, Sylvia Hurtado, and Gerald Gurin explore the relationship between students' experiences with diverse peers in the college or university setting and their educational outcomes. Rooted in theories of cognitive development and social psychology, the authors present a framework for understanding how diversity introduces the relational discontinuities critical to identity construction and its subsequent role in fostering cognitive growth. Using both single- and multi-institutional data from the University of Michigan and the Cooperative Institutional Research Program, the authors go on to examine the effects of classroom diversity and informal interaction among African American, Asian American, Latino/a, and White students on learning and democracy ...

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Diversity and Higher Education: Theory and Impact on Educational Outcomes

To clarify the conceptual underpinnings of V. Tinto's theoretical model of students' departure, the study presented here tested a conceptual model of the antecedents of sense of belonging to examine the extent to which Latino students' background characteristics and college experiences in the first and second years contribute to their sense of belonging in the third year. The study found that discussions of course content with other students outside class and membership in religious and social-community organizations are strongly associated with students' sense of belonging. First-year experiences have positive effects, while perceptions of a hostile racial climate have direct negative effects on students' sense of belonging in the third year. The results suggest that greater attention needs to be paid to minority students' subjective sense of integration in campus life, temporal sequencing of college experiences and new avenues for understanding students' adjustment to college

Effects of college transition and perceptions of the campus racial climate on Latino college students' sense of belonging.

Probably few policy areas of higher education have received more recent attention than the issue of race on campus. Evidence appears in policies and programs related to college admissions, financial aid, affirmative action, discrimination and harassment, and desegregation. Yet, at the same time, probably no area of campus life has been so devoid of policy initiatives as the racial climate at individual institutions. Until recently, there has been no common framework for understanding the campus racial climate in a way that helps develop policies and practices that can be used to enhance the campus climate. We pose four possible explanations for this phenomenon. First, higher education leaders and higher education institutions have taken the laissez-faire [End Page 279] approach that people will (should) work things out interactively and that it is wrong to intervene too closely in student interactions (Horowitz, 1987). The second explanation involves ambiguity in the role that colleges and universities perform as agents of socialization. Administrators and faculty recognize that students bring with them to college a sense of identity and purpose shaped by their parents, their communities, their religions, etc., and that these influences are critically important to students' growth and development. The quandary lies in just how much of a resocializing agent higher education institutions wish to be. Higher education has not decided whether it should merely reflect our society or whether it should try to consciously shape the society. Third, while research findings document the important role that faculty serve as the "designated socializing agents" in higher education (Feldman & Newcomb, 1969, p. 227), policy initiatives that address faculty attitudes and behaviors have been implemented only with great hesitation and caution. Until now, it seems that only the most problematic discriminatory behaviors of faculty have been addressed. Finally, the situation has been exacerbated by neglect. A rich history of research on issues that affect the campus racial climate has existed for some time. However, this research has not always been valued by the higher education community. A study analyzing the major paradigms used in manuscripts published in "major" higher education journals found that fewer than 2% used paradigms that addressed issues of race from a critical perspective with the goal of producing meaningful change (Milam, 1989). Attorneys, policy-makers, and institutional leaders across the country are searching for research evidence that demonstrates the benefits of diversity and documents persistent discrimination and inequality in higher education. Perhaps at no other time in our history have higher education scholars had the opportunity to provide evidence of the educational outcomes of diversity in a way that puts the benefits of diversity at the center of the educational enterprise. The purpose of this paper is to illustrate how research on issues related to campus racial climate can be used to enhance educational policy and practice. Both classic and contemporary research can inform national policy and debates surrounding affirmative action and other policies to create diverse [P [S [J [Thi [ Ct

Enhancing Campus Climates for Racial/Ethnic Diversity: Educational Policy and Practice

This chapter synthesizes fifteen years of published research on campus racial climates. It also presents nine themes that emerged from a qualitative study of campus racial climates at five predominantly White universities.

Nine themes in campus racial climates and implications for institutional transformation

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Sylvia Hurtado

Papers

Diversity and Higher Education: Theory and Impact on Educational Outcomes

Effects of college transition and perceptions of the campus racial climate on Latino college students' sense of belonging.

Enhancing Campus Climates for Racial/Ethnic Diversity: Educational Policy and Practice

Nine themes in campus racial climates and implications for institutional transformation

Enacting Diverse Learning Environments: Improving the Climate for Racial/Ethnic Diversity in Higher Education. ERIC Digest.