From Center to Margins: The Importance of Self-Definition in Research

SUNY Press
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In From Center to Margins, women educational researchers of color, trained in mainstream Euro-American traditions, interpret the experiences of those, including themselves, who are marginalized by these very traditions. Deliberately looking at research from within the margins rather than from the center, the contributors detail how their perspectives influence the way they frame questions for study, develop procedures to investigate them, and devise strategies for answering them. The contributors offer an alternative to the dominant perspective in educational research that uses its power to determine who shall be centered and who, marginalized. This book presents the margins, where women and other people of color reside intellectually, not as deficient areas from which we need to escape, but as legitimate sites where knowledge, useful to wider audiences, has been and will continue to be generated.
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About the author

Diane S. Pollard is Professor Emerita of Educational Psychology at the University of Wisconsin at Milwaukee. She is the coeditor (with Cheryl S. Ajirotutu) of African-Centered Schooling in Theory and Practice.

Olga M. Welch is Professor and Dean of the School of Education at Duquesne University and the coauthor (with Carolyn R. Hodges) of Standing Outside on the Inside: Black Adolescents and the Construction of Academic Identity, also published by SUNY Press.

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Additional Information

Publisher
SUNY Press
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Published on
Feb 1, 2012
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Pages
154
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ISBN
9780791481721
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Language
English
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Genres
Education / General
Education / Multicultural Education
Social Science / Ethnic Studies / African American Studies
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Content Protection
This content is DRM protected.
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Eligible for Family Library

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First published in 1985, the Handbook for Achieving Gender Equity Through Education quickly established itself as the essential reference work concerning gender equity in education. This new, expanded edition provides a 20-year retrospective of the field, one that has the great advantage of documenting U.S. national data on the gains and losses in the efforts to advance gender equality through policies such as Title IX, the landmark federal law prohibiting sex discrimination in education, equity programs and research. Key features include:

Expertise – Like its predecessor, over 200 expert authors and reviewers provide accurate, consensus, research-based information on the nature of gender equity challenges and what is needed to meet them at all levels of education.

Content Area Focus – The analysis of gender equity within specific curriculum areas has been expanded from 6 to 10 chapters including mathematics, science, and engineering.

Global/Diversity Focus – Global gender equity is addressed in a separate chapter as well as in numerous other chapters. The expanded section on gender equity strategies for diverse populations contains seven chapters on African Americans, Latina/os, Asian and Pacific Island Americans, American Indians, gifted students, students with disabilities, and lesbian, gay, bisexual, and transgender students.

Action Oriented – All chapters contain practical recommendations for making education activities and outcomes more gender equitable. A final chapter consolidates individual chapter recommendations for educators, policymakers, and researchers to achieve gender equity in and through education.

New Material – Expanded from 25 to 31 chapters, this new edition includes:

*more emphasis on male gender equity and on sexuality issues;
*special within population gender equity challenges (race, ability and disability, etc);
*coeducation and single sex education;
*increased use of rigorous research strategies such as meta-analysis showing more sex similarities and fewer sex differences and of evaluations of implementation programs;
*technology and gender equity is now treated in three chapters;
*women’s and gender studies;
*communication skills relating to English, bilingual, and foreign language learning; and
*history and implementation of Title IX and other federal and state policies.

Since there is so much misleading information about gender equity and education, this Handbook will be essential for anyone who wants accurate, research-based information on controversial gender equity issues—journalists, policy makers, teachers, Title IX coordinators, equity trainers, women’s and gender study faculty, students, and parents.
Four undocumented Mexican American students, two great teachers, one robot-building contest . . . and a major motion picture

In 2004, four Latino teenagers arrived at the Marine Advanced Technology Education Robotics Competition at the University of California, Santa Barbara. They were born in Mexico but raised in Phoenix, Arizona, where they attended an underfunded public high school. No one had ever suggested to Oscar, Cristian, Luis, or Lorenzo that they might amount to much—but two inspiring science teachers had convinced these impoverished, undocumented kids from the desert who had never even seen the ocean that they should try to build an underwater robot.
And build a robot they did. Their robot wasn't pretty, especially compared to those of the competition. They were going up against some of the best collegiate engineers in the country, including a team from MIT backed by a $10,000 grant from ExxonMobil. The Phoenix teenagers had scraped together less than $1,000 and built their robot out of scavenged parts. This was never a level competition—and yet, against all odds . . . they won!
But this is just the beginning for these four, whose story—which became a key inspiration to the DREAMers movement—will go on to include first-generation college graduations, deportation, bean-picking in Mexico, and service in Afghanistan.
Joshua Davis's Spare Parts is a story about overcoming insurmountable odds and four young men who proved they were among the most patriotic and talented Americans in this country—even as the country tried to kick them out.
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