Black Greek 101

The Culture, Customs, and Challenges of Black Fraternities and Sororities

Walter M. Kimbrough

When members of Black fraternal organizations and non-members alike finish Black Greek 101, they will have a foundation for understanding some of the most interesting organizations that have influenced not only campus culture, but American culture as a whole."--Jacket.

Fraternity Gang Rape

Sex, Brotherhood, and Privilege on Campus

Peggy Reeves Sanday

A classic. Fraternity Gang Rape is a fascinating analysis of how all-male groups such as fraternities or athletic teams may create a rape culture where behavior occurs that few individuals acting alone would perpetrate. The new Introduction and Afterword shed light on how this pernicious problem continues today, insightfully illuminating the complicity of society in the failure of accountability for acquaintance rape."--Mary P. Koss, co-editor of No Safe Haven: Male Violence Against Women at Home, at Work, and in the CommunityPraise for the First Edition"A powerful and important book.--Contemporary Psychology"Full of insights .... an important contribution .... written in accessible prose and ideal for course use.--Women's Review of Books."Powerfully moving and analytically provocative...If the college or university at which AJS readers teach has a fraternity or sorority system, this book will be useful in understanding the way those organizations not only construct the gender relations between women and men on campus but also provide a map of male domination that members can take with them for the rest of their lives."--Michael S. Kimmel, American Journal of Sociology."Sanday draws a chilling picture of fraternity society, its debasement of women and the way it creates a looking-glass world in which gang rape can be considered normal behavior and the pressure of group-think it powerful. "--The Philadelphia Inquirer."An important book Ýthat ̈ should be read by everyone in higher education - faculty, administrators, and students."--Contemporary Sociology."Very accessible...Sanday's book explores the vulnerability of college women, and of young men seeking to prove their manhood. I read iton vacation. My daughter has just turned 12. I told her I wanted her to read

Making Harvard Modern

The Rise of America's University

Morton Keller, Phyllis Keller

Making Harvard Modern is a candid, richly detailed portrait of America's most prominent university from 1933 to the present: seven decades of dramatic change. Early twentieth century Harvard was the country's oldest and richest university, but not necessarily its outstanding one. By the century's end it was widely regarded as the nation's, and the world's, leading institution of higher education. With verve, humor, and insight, Morton and Phyllis Keller tell the story of that rise: a tale of compelling personalities, notable achievement and no less notable academic pratfalls. Their book is based on rich and revealing archival materials, interviews, and personal experience. Young, humbly born James Bryant Conant succeeded Boston Brahmin A. Lawrence Lowell as Harvard's president in 1933, and set out to change a Brahmin-dominated university into a meritocratic one. He hoped to recruit the nation's finest scholars and an outstanding national student body. But the lack of new money during the Depression and the distractions of World War Two kept Conant, and Harvard, from achieving this goal. In the 1950s and 1960s, during the presidency of Conant's successor Nathan Marsh Pusey, Harvard raised the money, recruited the faculty, and attracted the students that made it a great meritocratic institution: America's university. The authors provide the fullest account yet of this transformation, and of the wrenching campus crisis of the late 'sixties. During the last thirty years of the twentieth century, a new academic culture arose: meritocratic Harvard morphed into worldly Harvard. During the presidencies of Derek Bok and Neil Rudenstine the university opened its doors to growing numbers of foreign students, women, African- and Asian-Americans, and Hispanics. Its administration, faculty, and students became more deeply engaged in social issues; its scientists and professional schools were more ready to enter into shared commercial ventures. But worldliness brought its own conflicts: over affirmative action and political correctness, over commercialization, over the ever higher costs of higher education. This fascinating account, the first comprehensive history of a modern American university, is essential reading for anyone with an interest in the present state and future course of higher education.

A College for All Californians

A History of the California Community Colleges

George R. Boggs, Larry Galizio

This is the first comprehensive and contemporary history of the largest and most diverse public system of higher education in the United States. Serving over 2 million students annually—approximately one-quarter of the nation's community college undergraduates—California’s 116 community colleges play an indispensable role in career and transfer education in North America and have maintained an outsized influence on the evolution of postsecondary education nationally. A College for All Californians chronicles the sector's emergence from K–12 institutions, its evolving mission and growth following World War II and the G.I. Bill For Education, the expansion of its ever-broadening mission, and its essential role in the 1960 Master Plan for Higher Education. Chapters cover California’s junior and community colleges’ development, mission, governance, faculty, finances, athletics, student support services, and more. It also examines the successes and ongoing political, financial, and educational challenges confronting this uniquely American educational experiment. Book Features: Encapsulates the evolution and contemporary status of our nation’s largest and most diverse undergraduate education system.Examines how the colleges were influenced by the political, economic, and social issues of the day.Includes new historical information affecting postsecondary education in California.Analyzes some of the most important current and emerging issues that will continue to influence California’s community colleges. Contributors: Carlos O. Turner Cortez, Michelle Fischthal, Jonathan Lightman, Jessica Luedtke, David W. Morse, Joe Newmyer, Mark Robinson, Leslie M. Salas.

Malamalama

A History of the University of Hawaii

Robert M. Kamins, Robert E. Potter

In 1907 Hawai‘i's fledgling College of Agriculture and Mechanical Arts, boasting an enrollment of five students and a staff of twelve, opened in a rented house on Young Street. The hastily improvised college, and the university into which it grew, owed its existence to the initiative of Native Hawaiian legislators, the advocacy of a Caucasian newspaper editor, the petition of an Asian American bank cashier, and the energies of a president and faculty recruited from Cornell University in distant Ithaca, New York. Today, nearly a century later, some 50,000 students are enrolled yearly at ten campuses--in a unique system of community colleges and professional schools. Malamalama: A History of the University of Hawai‘i documents the many contributions the University has made over the decades to culture and education in the islands. From its start, the University rejected the racial stereotyping and prejudice common in territorial Hawai‘i, thus fostering an ease of association among students of diverse backgrounds and providing, through student government and campus societies, a venue where future political leaders of the islands could hone their skills. The story of how the University of Hawai‘i grew from a regional undergraduate college to an internationally recognized graduate and research university, weathering repeated crises along the way, is told by emeritus professors Kamins and Potter in Part I. They highlight the University's relationship with the legislature, the actions and personalities of its very different presidents, and the effects of social upheaval and changing budgets on an evolving institution. Three alumni provide personal accounts of their years at the University. Parts II and III offer particular histories by knowledgeable contributors, including faculty members and administrators, of the Hilo and West Oahu campuses, of each fo the seven community colleges, and of programs at the Manoa campus. The strands of history woven together here reveal the University's abiding determination to serve as a cultural link across the Pacific and among Hawai‘i's own ethnic communities. The University seal, dominated by the Hawaiian word malamalama, "light of knowledge," depicts a map of the Pacific hemisphere, celebrating the great diversity of people and cultures that contributed to its founding and the westward reach of its connections.

Who Controls Teachers' Work?

Power and Accountability in America's Schools

Richard M. Ingersoll

Schools are places of learning but they are also workplaces, and teachers are employees. As such, are teachers more akin to professionals or to factory workers in the amount of control they have over their work? And what difference does it make? Drawing on large national surveys as well as wide-ranging interviews with high school teachers and administrators, Richard Ingersoll reveals the shortcomings in the two opposing viewpoints that dominate thought on this subject: that schools are too decentralized and lack adequate control and accountability; and that schools are too centralized, giving teachers too little autonomy. Both views, he shows, overlook one of the most important parts of teachers' work: schools are not simply organizations engineered to deliver academic instruction to students, as measured by test scores; schools and teachers also play a large part in the social and behavioral development of our children. As a result, both views overlook the power of implicit social controls in schools that are virtually invisible to outsiders but keenly felt by insiders. Given these blind spots, this book demonstrates that reforms from either camp begin with inaccurate premises about how schools work and so are bound not only to fail, but to exacerbate the problems they propose to solve.

Play-by-Play

Radio, Television, and Big-Time College Sport

Ronald A. Smith

Smith examines the troubled relationship between higher education and the broadcasting industry, the effects of TV revenue on college athletics (notably football), and the odds of achieving meaningful reform."--Jacket.

Why Study History?

Marcus Collins, Peter N. Stearns

Considering studying history at university? Wondering whether a history degree will get you a good job, and what you might earn? Want to know what it’s actually like to study history at degree level? This book tells you what you need to know. Studying any subject at degree level is an investment in the future that involves significant cost. Now more than ever, students and their parents need to weigh up the potential benefits of university courses. That’s where the Why Study series comes in. This series of books, aimed at students, parents and teachers, explains in practical terms the range and scope of an academic subject at university level and where it can lead in terms of careers or further study. Each book sets out to enthuse the reader about its subject and answer the crucial questions that a college prospectus does not.

God and Man at Yale

The Superstitions of 'Academic Freedom'

William F. Buckley

"For God, for country, and for Yale... in that order," William F. Buckley Jr. wrote as the dedication of his monumental work—a compendium of knowledge that still resonates within the halls of the Ivy League university that tried to cover up its political and religious bias. In 1951, a twenty-five-year-old Yale graduate published his first book, which exposed the "extraordinarily irresponsible educational attitude" that prevailed at his alma mater. The book, God and Man at Yale, rocked the academic world and catapulted its young author, William F. Buckley Jr. into the public spotlight. Now, half a century later, read the extraordinary work that began the modern conservative movement. Buckley's harsh assessment of his alma mater divulged the reality behind the institution's wholly secular education, even within the religion department and divinity school. Unabashed, one former Yale student details the importance of Christianity and heralds the modern conservative movement in his preeminent tell-all, God and Man at Yale: The Superstitions of "Academic Freedom."

Wrongs of Passage

Fraternities, Sororities, Hazing, and Binge Drinking

Hank Nuwer

Explores the problems of hazing and binge drinking at fraternities and sororities on American college campuses, telling the stories of some of the young people who have been seriously injured or died as a result of such behaviors; and offers a list of recommendations for reform.

Graduate Students’ Research about Community Colleges

A Guide for Publishing

Deborah L. Floyd, Cristobal Salinas Jr., Ethan C. Swingle, María-Jose Zeledón-Pérez, Sim Barhoum, Gianna Ramdin

This book brings together a collection of chapters with different research designs that explore the research, practice, and policies of community colleges. The chapters in this book are the result of the graduate students and their faculty mentor’s scholarly work, and a rigorous special issue’s peer review process. Furthermore, this book offers recommendations on how to mentor graduate students, in the absence of research and mentorship on how to publish for graduate students and practitioner-scholars, as well as recognizing that graduate programs and professional associations are important on the socialization of practitioner-scholars. Each book chapter addresses the implications for practice and future research, policy for community colleges, and recommendation for change indicated by the research results. Five broad research themes, higher education policy, leadership practices and roles, network community, student success, and technology, emerged from the empirical articles and critical reviews. A final chapter shares advice and lessons learned from the 30 authors and mentors. With the exception of Chapter 14, the chapters in this book were originally published as a special issue of the Community College Journal of Research and Practice.

Brothers and Sisters

Diversity in College Fraternities and Sororities

Craig LaRon Torbenson, Gregory Parks

The 1950s are arguably the watershed era in the civil rights movement with the landmark Supreme Court decision of Brown v. Board of Education in 1954, the Montgomery Bus Boycott in 1955, and the desegregation of Little Rock (Arkansas) High School in 1957. It was during this period--1955 to be exact--that sociologist Alfred M. Lee published his seminal work Fraternities without Brotherhood: A Study of Prejudice on the American Campus. Lee's book was the first and last book to explore diversity within college fraternal groups. More than fifty years later, Craig L. Torbenson and Gregory S. Parks revisit this issue more broadly in their edited volume Brothers and Sisters: Diversity in College Fraternities and Sororities. This volume draws from a variety of disciplines in an attempt to provide a holistic analysis of diversity within collegiate fraternal life. It also brings a wide range of scholarly approaches to the inquiry of diversity within college fraternities and sororities. It explores not only from whence these groups have come but where they are currently situated and what issues arise as they progress.

Japan and Germany Under the U.S. Occupation

A Comparative Analysis of Post-war Education Reform

Masako Shibata

Japan and Germany under the U.S. Occupation explores the reconstruction of education in both countries after World War II. In Japan large-scale reforms were undertaken swiftly after the nation's surrender, whereas in the U.S. Zone of Germany most of the traditional aspects of education were maintained. Masako Shibata argues that differences in the role of the university and in the pattern of elite formation, traceable back to the beginnings of Meiji Japan and the Kaiserreich created the conditions for the diverging approaches of the Japanese and German leaders to the adoption of foreign educational patterns during the Occupation.

One Day, All Children... The Unlikely Triumph Of Teach For America And What I Learned Along The Way

Wendy Kopp

Recounts Wendy Kopp's efforts to provide educational opportunities to children in low-income areas and her development of the Teach for America project, which assigns teachers to America's neediest public schools.

Who Got Einstein's Office?

Eccentricity and Genius at the Institute for Advanced Study

Edward Regis

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Duels and the Roots of Violence in Missouri

Dick Steward

In early-nineteenth-century Missouri, the duel was a rite of passage for many young gentlemen seeking prestige and power. In time, however, other social groups, influenced by the ruling class, engaged in a variety of violent acts and symbolic challenges under the rubric of the code duello. In Duels and the Roots of Violence in Missouri, Dick Steward takes an in-depth look at the evolution of dueling, tracing the origins, course, consequences, and ultimate demise of one of the most deadly art forms in Missouri history. By focusing on the history of dueling in Missouri, Steward details an important part of our culture and the long-reaching impact this form of violence has had on our society. Drawing upon accounts of at least a hundred duels--from little-known encounters to those involving celebrated figures such as Senator Thomas Hart Benton, Charles Lucas, Thomas Biddle, Spencer Pettis, and John Smith T--Steward shows how the roots of violence have penetrated our modern culture. He traces the social and cultural changes in the nature of the duel from its earliest form as a defense of honor to its use as a means of revenge. By the latter part of the nineteenth century, the formal southern duel had for the most part given way to the improvised western duel, better known as the gunfight. Involving such gunslingers as Wild Bill Hickok and Jesse James, these violent acts captivated people not only in the state but also across the nation. Although the violence entailed different methods of killing, its allure remained as strong as ever. Steward re-creates the human drama and tragedy in many of these hostile encounters, revealing how different groups operating under the code duello justified family and clan feuds, vigilante justice, and revenge killings. This often-glamorized violence, Steward argues, was viewed as a symbol of honor and courage throughout the century and greatly influenced behavior and attitudes toward violence well into the twentieth century. While this work centers mainly on Missouri and the history of dueling in the state, its inferences extend well past the region itself. Well-written and thoroughly researched, Duels and the Roots of Violence in Missouri provides valuable insight into the violent social climate of yesterday.

Tough Liberal

Albert Shanker and the Battles Over Schools, Unions, Race, and Democracy

Richard D. Kahlenberg

Richard D. Kahlenberg offers a narrative on the man who would become one of the most important voices in public education and American politics in the last quarter century - Albert Shanker.

Education as a Force for Social Change

Rudolf Steiner

10 lectures, Dornach & Stuttgart, Apr. 23 - Aug. 17, 1919 (CW 296, 192, 330/331) These illuminating lectures were given one month before the opening of the first Waldorf school, located in Stuttgart, following two years of intense preoccupation with the social situation in Germany as World War I ended and society sought to rebuild itself. Well aware of the dangerous tendencies present in modern culture that undermine a true social life--psychic torpor and boredom, universal mechanization, and growing cynicism--Steiner recognized that any solution for society must address not only economic and legal issues but also that of a free spiritual life. Steiner also saw the need to properly nurture in children the virtues of imitation, reverence, and love at the appropriate stages of development in order to create mature adults who are inwardly prepared to fulfill the demands of a truly healthy society--adults who are able to assume the responsibilities of freedom, equality, and brotherhood. Relating these themes to an understanding of the human as a threefold being of thought, feeling, and volition, and against the background of historical forces at work in human consciousness, Steiner lays the ground for a profound revolution in the ways we think about education. Also included here are three lectures on the social basis of education, a lecture to public school teachers, and a lecture to the workers of the Waldorf Astoria Cigarette Company, after which they asked him to form a school for their children. German sources: Die Erziehungsfrage als soziale Frage (GA 296); lectures 4, 5, and 6, the "Volkspädagogik" lectures in Geisteswissenschaftliche Behandlung sozialer und pädagogischer Fragen (GA 192); lectures 2 and 11, Neugestaltung des sozialen Organismus (GA 330-331).

Labeling People

French Scholars on Society, Race, and Empire, 1815Ð1848

Martin S. Staum

Nineteenth-century French scholars, during a turbulent era of revolution and industrialization, ranked intelligence and character according to facial profile, skin colour, and head shape. They believed that such indicators could determine whether individuals were educable and peoples perfectible. In Labeling People Martin Staum examines the Paris societies of phrenology (reading intelligence and character by head shapes), geography, and ethnology and their techniques for classifying people. He shows how the work of these social scientists gave credence to the arrangement of races in a hierarchy, the domination of non-European peoples, and the limitation of opportunities for ill-favoured individuals within France. social scientists before 1848 with a later period of concern for national decline and racial degeneration, Staum demonstrates that the earlier learned societies were also fearful of turmoil at home and interested in adventure abroad. Both geographers and ethnologists created concepts of fundamental racial inequality that prefigured the imperialist associationist discourse of the Third Republic, believing that European tutelage would guide civilizable peoples, and providing an open invitation to dominate and exploit the uncivilizable.

Reducing School Violence Through Conflict Resolution

David W. Johnson, Roger T. Johnson

In this book, David and Roger Johnson offer an approach that involves interrelated programs for preventing violence and helping students learn to resolve conflicts constructively. The authors discuss how schools can create a cooperative learning environment where students learn how to negotiate and mediate peer conflicts and teachers use academic controversies to enhance learning.