Brown and black in white: The social adjustment and academic performance of Chicano and black students in a predominately white university     

Melvin L. Oliver  Consuelo J. Rodriguez  Roslyn A. Mickelson 《The Urban Review》1985,17(1):3-24

This article explores the academic and social experiences of Chicago and black students at UCLA. The analysis proceeds by examining differences in social backgrounds, high school and college experiences, and explores the relationship between these factors and college adjustment and achievement (GPA). Drawing upon recent theory on class reproduction and schooling we show particular concern with the role of social class in explaining differential outcomes. The findings indicate that blacks are more likely than Chicanos to feel alienated and perform poorly, and that social class makes no difference in these outcomes for blacks. However, middle class Chicanos perform better and are better adjusted than working class Chicanos. We discuss our findings in the light of theories of class reproduction, cultural capital, and racial signaling, suggesting that theories of reproduction must acknowledge the role of race in unequal school outcomes.  相似文献   

Family Ecologies of Ethnic Minority Children   总被引：12，自引：0，他引：12  

Algea O. Harrison  Melvin N. Wilson  Charles J. Pine  Samuel Q. Chan  Raymond Buriel 《Child development》1990,61(2):347-362

This article discusses a proposed interconnectedness between the ecologies of ethnic minority families, adaptive strategies, socialization goals, and child behavioral outcomes. The ethnic minority groups included are African American, American Indian/Alaskan Native, Asian Pacific Americans, and Hispanics. Demographic information on population size, geographic area of concentration, and preferred identity terms is provided. It is argued that adaptive strategies, including extendedness of families and role flexibility, biculturalism, and ancestral worldview, emerge from the ecological challenges of ethnic stratification status. These adaptive strategies foster the child-rearing goals of positive orientation to the ethnic group and socialization for interdependence, which in turn enhance the developmental outcomes of cognitive flexibility and sensitivity to discontinuities among ethnic minority children.  相似文献   

Employed mothers and family day-care substitute caregivers: a comparative analysis of infant care     

S M Stith  A J Davis 《Child development》1984,55(4):1340-1348

Despite dramatic increases in recent decades in the number of employed mothers with children under 3 years of age and the greater utilization of nonmaternal child-care services (particularly unregulated family day care), little is known about the nature and quality of care provided to these infants by their employed mothers and substitute caregivers. This study was conducted to provide a comparative assessment of maternal and nonmaternal infant caregiving practices in own-home and unregulated family day-care homes, respectively. 30 caregivers (10 employed mothers, 10 substitute caregivers, and 10 nonemployed mothers) were observed in interaction with 5-6-month-old infants using Yarrow, Rubenstein, and Pedersen's Home Environment and Mother-Infant Interaction scales. While no differences were observed in the caregiving of employed and nonemployed mothers, both of these groups exceeded the sitters in socially mediated stimulation, contingent responsiveness, positive affect, and overall level and variety of social stimulation. In addition, employed mothers provided more tactile-kinesthetic, visual, and auditory stimulation to their infants than did the substitute caregivers. However, no differences were found between the infants reared in the home and day-care settings in Bayley Mental and Psychomotor developmental abilities. Evidence implicated group size (total number of children) in the quality of caregiving in family day-care homes. The impact of daily separations and qualitatively different caregiving experiences on infants is discussed.  相似文献   

Return intention of students from four developing countries     

Motoko Y. Lee  Melvin C. Ray 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1987,33(1):75-85

Students from Iran, Nigeria, Taiwan, and Venezuela studying at 30 U.S. universities in 1979 were compared with regard to their perceived likelihood of remaining in the United States permanently. Their perceived likelihood differed by country of origin. They also differed by country as to their choice of reasons that might make them remain in the United States and their anticipated satisfaction with the home country situations upon returning home. Within each country group, the students' perceived likelihood differed little in terms of selected personal characteristics, but differed significantly in terms of their choices of possible reasons for remaining in the United States. The reasons chosen reflected students' perceptions of the politico-economic situations of their countries.

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Zusammenfassung Studenten aus dem Iran, Nigeria, Taiwan und Venezuela, die 1979 an US amerikanischen Universitäten studierten, wurden miteinander verglichen, für wie wahrscheinlich sie es hielten, auf Dauer in den USA zu bleiben. Die von ihnen selbst empfundene Wahrscheinlichkeit unterschied sich je nach Herkunftsland der Studenten. Je nach Land unterschieden sich auch die Gründe der Studenten, in den USA zu bleiben und für ihre antizipierte Zufriedenheit mit der Lage, die sie bei ihrer Rückkehr in ihre Heimat vorfinden würden. Innerhalb jeder Gruppe von Ländern wichen die von den Studenten empfundenen Wahrnehmungen im Hinblick auf ausgewählte persönliche Eigenschaften nur geringfügig von einander ab, jedoch gab es erhebliche Unterschiede bei den von ihnen angeführten persönlichen Gründen, in den USA zu bleiben. Diese Gründe spiegelten wider, wie die Studenten die wirtschaftlich-politische Lage in ihrer Heimat einschätzten.

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Résumé Des étudiants provenant de l'Iran, du Nigeria, de Taiwan et du Venezuela inscrits dans 30 universités américaines en 1979 ont été comparés eu égard à leur perception des chances qu'ils avaient de rester définitivement aux Etats-Unis. Leur perception de cette probabilité différait selon le pays d'origine. Ils différaient aussi par pays selon leur choix des raisons qui devraient les retenir aux Etats-Unis et selon la satisfaction attendue des situations prévalant dans leur pays à leur retour. Au sein de chaque groupe représentant un pays, la perception de cette éventualité par les étudiants différait peu en fonction de certaines charactéristiques personnelles, mais elle différait davantages selon le choix des raisons possibles qui les poussaient à rester aux Etats-Unis. Les raisons présentées par les étudiants reflétaient leurs perceptions des conditions politico-économiques de leurs pays.

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Attempts to condition homing pigeons to magnetic cues in an outdoor flight cage     

Hugh P. McIsaac  Melvin L. Kreithen 《Learning & behavior》1987,15(2):118-123

An attempt was made to train 9 homing pigeons to respond to the presence or absence of bar magnets by turning either left or right after flying the length of a 20-ft outdoor flight cage. During initial training, color cues were placed in front of feeding stations on the left and right sides of the cage. The color cues were paired with magnetic cues by attaching either bar magnets or brass bars to the backs of the birds. The color cues were then deleted, leaving only the magnetic cues. Each pigeon received about 300 trials of color training followed by about 200 trials of magnet testing. When only magnetic cues remained, none of the pigeons were able to choose the correct feeder at greater than chance levels of probability.  相似文献   

An Examination of the Effect of Elementary School Size on Student Academic Achievement     

Borland  Melvin V.  Howsen  Roy M. 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2003,49(5):463-474

Prior studies that have investigated the relationship between school size and student academic achievement have produced conflicting results. For example, some studies found a positive relationship between school size and student achievement; other studies found that the relationship is negative. Typically, however, these past studies have not accounted for the influence of student ability in their analysis of the impact of school size on student achievement. The purpose of this paper is to examine the effect of school size on student achievement while accounting for student ability, among other variables. The results reported in this paper suggest that school size has a nonlinear relationship with respect to student achievement. Thus, there is an optimal school size with respect to the maximization of student achievement.  相似文献   

The Case against Standardized Achievement Tests     

G. Melvin Hipps 《College Teaching》2013,61(4):264-268

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Engaging Actively with Issues in the Responsible Conduct of Science: Lessons from International Efforts Are Relevant for Undergraduate Education in the United States     

John D. Clements  Nancy D. Connell  Clarissa Dirks  Mohamed El-Faham  Alastair Hay  Elizabeth Heitman  James H. Stith  Enriqueta C. Bond  Rita R. Colwell  Lida Anestidou  Jo L. Husbands  Jay B. Labov 《CBE life sciences education》2013,12(4):596-603

Numerous studies are demonstrating that engaging undergraduate students in original research can improve their achievement in the science, technology, engineering, and mathematics (STEM) fields and increase the likelihood that some of them will decide to pursue careers in these disciplines. Associated with this increased prominence of research in the undergraduate curriculum are greater expectations from funders, colleges, and universities that faculty mentors will help those students, along with their graduate students and postdoctoral fellows, develop an understanding and sense of personal and collective obligation for responsible conduct of science (RCS). This Feature describes an ongoing National Research Council (NRC) project and a recent report about educating faculty members in culturally diverse settings (Middle East/North Africa and Asia) to employ active-learning strategies to engage their students and colleagues deeply in issues related to RCS. The NRC report describes the first phase of this project, which took place in Aqaba and Amman, Jordan, in September 2012 and April 2013, respectively. Here we highlight the findings from that report and our subsequent experience with a similar interactive institute in Kuala Lumpur, Malaysia. Our work provides insights and perspectives for faculty members in the United States as they engage undergraduate and graduate students, as well as postdoctoral fellows, to help them better understand the intricacies of and connections among various components of RCS. Further, our experiences can provide insights for those who may wish to establish “train-the-trainer” programs at their home institutions.  相似文献   

On-chip collection of particles and cells by AC electroosmotic pumping and dielectrophoresis using asymmetric microelectrodes     

Melvin EM  Moore BR  Gilchrist KH  Grego S  Velev OD 《Biomicrofluidics》2011,5(3):34113-3411317

The recent development of microfluidic "lab on a chip" devices requiring sample sizes <100 μL has given rise to the need to concentrate dilute samples and trap analytes, especially for surface-based detection techniques. We demonstrate a particle collection device capable of concentrating micron-sized particles in a predetermined area by combining AC electroosmosis (ACEO) and dielectrophoresis (DEP). The planar asymmetric electrode pattern uses ACEO pumping to induce equal, quadrilateral flow directed towards a stagnant region in the center of the device. A number of system parameters affecting particle collection efficiency were investigated including electrode and gap width, chamber height, applied potential and frequency, and number of repeating electrode pairs and electrode geometry. The robustness of the on-chip collection design was evaluated against varying electrolyte concentrations, particle types, and particle sizes. These devices are amenable to integration with a variety of detection techniques such as optical evanescent waveguide sensing.  相似文献   

The role of the hospital in education: Do we practice what we teach?     

Jesus J. Pena  Melvin Cohen  Bernard Rosen  James E. Ramseur  Daniel Donohue 《The Urban Review》1981,13(3):139-145

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