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Descriptors:
United States History; State History; History Instruction; College Curriculum; Courses; State Universities; Reading Assignments; Supplementary Reading Materials; Anthologies; Primary Sources; Textbooks; College Faculty; Interests; Race; Social Class; Sex; Social History

Abstract:
In 1971, the state of Texas enacted a legislative requirement that students at public institutions complete two courses in American history. With that mandate in mind, the Texas Association of Scholars and the National Association of Scholars' Center for the Study of the Curriculum proposed to determine how students today meet the requirement, and what history departments offer as a means of doing so. What courses can students take, and what vision of U.S. history do those courses present? This study is the result of the authors' investigation. Their report focuses on the University of Texas at Austin (UT) and Texas A&M University at College Station (A&M), flagship institutions serving large undergraduate populations. For this study they examined all 85 sections of lower-division American history courses at A&M and UT in the Fall 2010 semester that satisfied the U.S. history requirement. They looked at the assigned readings for each course and the research interests of the forty-six faculty members who taught them. They also compared faculty members' research interests with the readings they chose to assign. They found that all too often the course readings gave strong emphasis to race, class, or gender (RCG) social history, an emphasis so strong that it diminished the attention given to other subjects in American history (such as military, diplomatic, religious, intellectual history). The result is that these institutions frequently offered students a less-than-comprehensive picture of U.S. history. They found, however, that the situation was far more problematic at the University of Texas than at Texas A&M University. If colleges and universities are to provide students with full and sound knowledge of American history, some things need to change. Teachers of American history should take race, class, and gender into account and should help students understand those aspects of history, but those perspectives should not take precedence over all others. The authors offer the following recommendations: (1) Review the curriculum; (2) If necessary, convene an external review; (3) Hire faculty members with a broader range of research interests; (4) Keep broad courses broad; (5) Identify essential reading; (6) Design better courses; (7) Diversify graduate programs; (8) Evaluate conformity with laws; (9) Publish better books; and (10) Depoliticize history. Appended are: (1) Tables; (2) Texas State History Requirement; and (3) Broad Characteristics of Eleven Discipline Categories. (Contains 17 tables, 32 figures and 54 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Motivation; Behavior Theories; Ethnic Groups; Migrants; Psychological Characteristics; Young Adults; Group Membership; Citizen Participation; Internet; Correlation; Immigrants; Goodness of Fit; Peer Groups; Parent Child Relationship; Guidelines; Minority Groups; Computer Mediated Communication; Ethnicity; Foreign Countries

Abstract:
Levels of civic engagement are assumed to vary according to numerous social and psychological characteristics, but not much is known about online civic engagement. This study aimed to investigate differences and similarities in young people's offline and online civic engagement and to clarify, based on Ajzen's theory of planned behavior (TPB), associations between motivation for civic engagement, peer and parental norms, collective efficacy, and civic engagement. The sample consisted of 755 youth (native German, ethnic German Diaspora, and Turkish migrants) from two age groups (16-18 and 19-26; mean age 20.5 years; 52% female). Results showed that ethnic group membership and age moderated the frequency of engagement behavior, with Turkish migrants taking part more than native Germans, who were followed by ethnic German Diaspora migrants. Analyses based on TPB showed good fit for a model relating intention for offline and online civic engagement to motivation for civic engagement, peer and parental norms, and collective efficacy. Ethnic group moderated the findings for offline civic engagement and questioned the universality of some model parameters (e.g., peer and parental norms). This study showed the utility of the TPB framework for studying civic engagement but also reveals that the predictive utility of peer and parental norms seems to vary depending on the group and the behavior under study. This study highlights the importance of including minority samples in the study of civic engagement in order to identify between-group similarities and differences. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Ethnicity; Slavery; Educational Experience; Immigrants; Black Studies; African American History; African Americans; Racial Identification; Afrocentrism; African American Education; Discourse Analysis; Immigration; Migration; Migrants; Intergroup Relations; Social History; Intellectual History; Labeling (of Persons); Social Experience; Womens Studies; African American Community; Social Science Research

Abstract:
This article focuses on the sense of what an "African" (American) identity could mean when viewed through the processes of migrations and fluid identities of contemporary African immigrant children as they interact with their African (Americans) peers in schools. The purpose of this article is to use data from a study of West African immigrant girls and their process of ethnic identity construction to support the authors' position for new discourses and methodologies that challenge the dominant discourses surrounding the Black educational experience in schools. This purpose can be articulated in two central questions that guide this article. First, how does one develop a new understanding of the variations of the term African and American by placing it in a global context (and the "American" in parentheses to designate those who were born of African people brought to the U.S. during the Trans-Atlantic slave trade)? Secondly, how does one acknowledge the role of temporality in current definitions of who is African (American)? The goal of this article is to examine the issue of appropriate naming of African ascendant people in the U.S. and to examine how asking new questions of who they are might lead to a more global framework for studying identity construction and negotiation for African ascendant people in the U.S. (Contains 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Students; Graduate Students; Living Standards; Interviews; Foreign Countries; Employment Opportunities; Immigration; Immigrants; Career Development; Research; Career Planning; Career Choice; Migrants; Employment; Undergraduate Students; Higher Education; Grounded Theory; Employment Services; Fear; Barriers; Dislocated Workers; Unemployment; Employees; Temporary Employment

Abstract:
This research focused on the career decision and planning needs of a unique group of migrants: international students who are completing their studies as temporary immigrants and who are embarking on the career journey of employment and permanent immigration. A semi-structured interview employing a Critical Incident Technique was used to assess the career influences of 19 undergraduate and graduate international students at a Canadian university. Data were analyzed using a constant comparison method and critical incident protocol. Students were motivated to remain in Canada due to enhanced job opportunities and high standard of living. Barriers to migration included the fear of not securing employment and cultural and linguistic barriers. International students would like to see campus and career services specified to the needs of international and graduate students to help them realize their goal of pursuing employment as the key to permanent immigration. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Writing Instruction; Oral History; Local History; Expertise; Secondary School Teachers; Memory; Research; Cooperation; Partnerships in Education; Higher Education; College School Cooperation; Secondary School Students; College Students; College Faculty

Abstract:
In spring of 2010, three high school teachers and their students paired with a college teacher and her advanced writing class to collaborate on oral history research and writing. While many people think of oral history as "just stories," the authors introduce it to students as a rigorous method for documenting historical events, cultural practices, and the rituals of everyday life. When students interview real people in their communities, they develop a more personal engagement with local history and a greater investment in purposeful research and writing. In this article, the authors discuss how they sent students out to interview historically important members of their local community. The students researched before interviews, arranged the interviews, transcribed their conversations, and triangulated their data with other information to make genuine contributions to a rich oral history. Through this project, they learned that oral history can serve as a bridge between community members whether the collaboration is a semester-long partnership or a simpler sharing of ideas and expertise. (Contains 4 notes and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Attitudes; Colleges; Institutional Mission; Student Participation; Student Organizations; Oral History; Racial Identification; White Students; Models; Data Collection; Ethnic Groups; State Universities; Higher Education; Learner Engagement; Disproportionate Representation; Case Studies; Interviews; Student Diversity

Abstract:
During a time when most institutions of higher education are in search of underrepresented student participation, Georgia State University (GSU), a majority White institution, has observed a lack of involvement of White students in co-curricular activities. The purpose of the research study was to critically examine White students' (dis) engagement in traditional student organizations at this university that has a significant student of color population. I used case study methodology that allowed for a breadth of conceptual frameworks and research options. The methods of collecting data included interviews (formal, informal, and oral history) of current and former students, as well as campus administrators. In addition, the use of archived texts and photographs, yearbooks, organization rosters, and university enrollment statistics allowed for crystallization of data, layered interpretations, and document analyses. I used the data sources to interpret GSU White students' perceptions of campus climate, racial interactions, leadership among students of color, and racial identity that influence their (dis) engagement in traditional student organizations and campus life. In exploring the "rhetoric of diversity," I argue that the experiences and attitudes of White students can inform the policy debate on institutional mission and offerings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Multicultural Education; Foreign Countries; Fear; Empathy; Migrants; Politics; Discourse Analysis; Emotional Response; Interviews; Ethnic Groups; Children; Youth; Peer Relationship; Intercultural Communication; Classification; Student Attitudes

Abstract:
This article looks at the emotion discourses among 30 Greek-Cypriot children and youth interviewees when they describe their feelings about migrants in Cyprus. It looks at how migrant representations and narratives are highly emotional constructions that children and youth utilize to make sense of their views about how migrants are different or similar to themselves. In particular, the article focuses on the simultaneous contradictory positions and feelings of fear and empathy. Two important implications for intercultural education are discussed. First, it is suggested that it is valuable to acknowledge that the emotion work required from "host" children and youth in their interactions with migrants should not be taken for granted. Second, rather than painting a "negative" or "positive" image of children and youth's responses to migrants--which categorizes children and youth in simplistic ways--it might be more productive to examine how their emotions are linked to ambivalent discourses and inform actions in negotiating the presence of the other and one's sense of belonging. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Local History; War; Interviews; Foreign Countries; Personal Narratives; Social Studies; Community Involvement; College School Cooperation; Archives; Extracurricular Activities; Conflict; Community Information Services; Profiles; Primary Sources; Research Projects; Student Projects; Research Skills; Questioning Techniques; Instructional Design; Program Descriptions; Teaching Methods

Abstract:
This article, by Lynda Abbott and Richard Grayson, offers a fascinating example of collaboration between school and university, focused on the development of a community archive. The project--run as an extra-curricular activity--was originally inspired by a concern to preserve the personal stories of those whose lives were affected by the Second World War. As students have gained experience in researching local stories, developing interviewing skills and learning how to locate and interrogate different kinds of archival material, so their range has expanded, drawing in the experiences of combatants and non-combatants in conflicts ranging from the Boer War to recent missions in Afghanistan and Iraq. The article reveals the wide range of ways in which different participants have benefited from the construction, collection and dissemination of these personal narratives. (Contains 7 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Careers; Health Services; Oral History; Geriatrics; Brain Drain; Migrants; Career Development; Physicians; Foreign Countries; Interviews; Disadvantaged; Power Structure

Abstract:
The geriatric specialty, unpopular among most UK born and trained medical graduates, provided an opportunity for career development and achievement for those doctors whose training had been non-standard for a variety of reasons. Migrant doctors who have played a substantive role in the UK National Health Service since its inception made an important contribution to the building of that specialty, at the same time building their own careers. This paper draws on oral history interviews with the UK trained pioneers of geriatric medicine and with South Asian overseas trained doctors who entered the geriatric specialty in the middle decades of the twentieth century. It critically reviews the literature of skilled migration, specifically in terms of "brain drain" and "push-pull", focusing on historical and socio-cognitive communities and emphasizes the contribution of individual narratives of career development in the lives of migrants. Focusing on the use of luck and chance in accounts it suggests that although such terms are indicative of chance upon opportunity, they also suggest a role for agency in career development in contexts which were not auspicious. The outcome, for those interviewed, was regarded positively in career terms, but also had a significant part to play in the development of the career of the specialty of geriatric medicine and in the lives of the marginalized people for whom they developed a service. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Immigrants; Laws; Law Enforcement; Neighborhoods; Educational Experience; State Legislation; Undocumented Immigrants; Hispanic Americans; Bilingual Education; Ethnic Studies; Higher Education; Adult Education

Abstract:
In April 2010, Arizona made national headlines when Governor Jan Brewer signed SB 1070, the "Support Our Law Enforcement and Safe Neighborhoods Act" which was aimed at deterring illegal immigration to Arizona. SB 1070 is the most prominent of a series of laws and other state policies targeting immigrants in Arizona that date back to the late 1990s. This period of active legislating coincides with a dramatic increase in the state's Hispanic population. In this paper, we provide an analysis of the state laws that have influenced the educational experiences of immigrants in Arizona passed during this period: Proposition 203 and HB 2064 (Bilingual Education), HB 2281 (Ethnic Studies Courses), and Proposition 300 (Higher Education and Adult Education). (Contains 10 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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