Notebook per
Hard Truths About Race on Campus
Citation (APA): Jussim, J. H. a. L. (2016). Hard Truths About Race on Campus [Kindle Android version]. Retrieved from Amazon.com
Parte introduttiva
Evidenzia (giallo) - Posizione 2
Hard Truths About Race on Campus By Jonathan Haidt and Lee Jussim
Evidenzia (giallo) - Posizione 15
The president of Yale pledged to spend $ 50 million to increase faculty diversity
Nota - Posizione 15
DIVERSITÀ
Evidenzia (giallo) - Posizione 18
American colleges have been doing for decades: They demanded increased affirmative action, more diversity training, more funds to support scholarship and teaching about race and social justice.
Nota - Posizione 19
MORE AA
Evidenzia (giallo) - Posizione 22
We are social psychologists who study the psychology of morality (Haidt) and the causes and consequences of prejudice and stereotypes (Jussim). As far as we can tell, the existing research literature suggests that such reforms will fail to achieve their stated aims of reducing discrimination and inequality.
Nota - Posizione 24
DESTINATE AL FALLIMENTO
Evidenzia (giallo) - Posizione 26
A basic principle of psychology is that people pay more attention to information that predicts important outcomes in their lives. A key social factor that we human beings track is who is “us” and who is “them.”
Nota - Posizione 27
PRINCIPIO BASE
Nota - Posizione 27
NOI E LORO. STEREOTIPO E CONOSCENZA
Evidenzia (giallo) - Posizione 29
None of this means that we are doomed to discriminate by race. A 2001 study by Robert Kurzban of the University of Pennsylvania and colleagues in the Proceedings of the National Academy of Sciences found that race was much less prominent in how people categorized each other when individuals also shared some other prominent social characteristic, like membership on a team.
Nota - Posizione 32
LA RAZZA CONTA?
Evidenzia (giallo) - Posizione 33
A second principle of psychology is the power of cooperation. When groups face a common threat or challenge, it tends to dissolve enmity and create a mind-set of “one for all, all for one.”
Nota - Posizione 34
COOPERAZIONE
Evidenzia (giallo) - Posizione 38
universities admit more black students and hire more black faculty.
Nota - Posizione 38
ORA
Evidenzia (giallo) - Posizione 48
affirmative action also involves using different admissions standards for applicants of different races, which automatically creates differences in academic readiness and achievement.
Nota - Posizione 49
STANDARD
Evidenzia (giallo) - Posizione 50
studies have found that Asian students enter with combined math/ verbal SAT scores on the order of 80 points higher than white students and 200 points higher than black students.
Nota - Posizione 51
ASIA EU AFRICA
Evidenzia (giallo) - Posizione 54
People notice useful social cues, and one of the strongest causes of stereotypes is exposure to real group differences.
Nota - Posizione 55
GROUP DIFFERENCE
Evidenzia (giallo) - Posizione 57
This is likely to make racial gaps larger, which would strengthen the negative stereotypes that students of color find when they arrive on campus.
Nota - Posizione 58
STEREOTIPO SUI NERI
Evidenzia (giallo) - Posizione 59
A 2013 study by the economist Peter Arcidiacono of Duke University found that students tend to befriend those who are similar to themselves in academic achievement.
Nota - Posizione 60
L AMICO
Evidenzia (giallo) - Posizione 61
If a school increases its affirmative-action efforts in ways that expand these gaps, it is likely to end up with more self-segregation and fewer cross-race friendships, and therefore with even stronger feelings of alienation among black students.
Nota - Posizione 62
EFFETTI NN INTENZIONAL
