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Taming the River : Negotiating the Academic, Financial, and Social Currents in Selective Colleges and Universities / Camille Z. Charles, Douglas S. Massey, Margarita A. Mooney, Mary J. Fischer.

By: Contributor(s): Material type: TextTextSeries: The William G. Bowen Series ; 51Publisher: Princeton, NJ : Princeton University Press, [2009]Copyright date: ©2009Edition: Core TextbookDescription: 1 online resourceContent type:
Media type:
Carrier type:
ISBN:
  • 9780691139647
  • 9781400830053
Subject(s): Other classification:
  • online - DeGruyter
Online resources: Available additional physical forms:
  • Issued also in print.
Contents:
Frontmatter -- Contents -- List of Tables and Figures -- Acknowledgments -- Taming the River -- 1 Entering the Current -- 2 Staying Afloat Academically -- 3 Staying Afloat Socially -- 4 Staying Afloat Financially -- 5 Battling Social Undercurrents -- 6 The Hidden Rocks of Segregation -- 7 The Shoals of Stereotypes -- 8 The Wake from Affirmative Action -- 9 College at Midstream -- Appendix A. Questionnaire Used in Spring of Freshman Year -- Appendix B Questionnaire Used in Spring of Sophomore Year -- Appendix C Construction of Social Scales -- References -- Index
Summary: Building on their important findings in The Source of the River, the authors now probe even more deeply into minority underachievement at the college level. Taming the River examines the academic and social dynamics of different ethnic groups during the first two years of college. Focusing on racial differences in academic performance, the book identifies the causes of students' divergent grades and levels of personal satisfaction with their institutions. Using survey data collected from twenty-eight selective colleges and universities, Taming the River considers all facets of student life, including who students date, what fields they major in, which sports they play, and how they perceive their own social and economic backgrounds. The book explores how black and Latino students experience pressures stemming from campus racial climate and "stereotype threat"--when students underperform because of anxieties tied to existing negative stereotypes. Describing the relationship between grade performance and stereotype threat, the book shows how this link is reinforced by institutional practices of affirmative action. The authors also indicate that when certain variables are controlled, minority students earn the same grades, express the same college satisfaction, and remain in school at the same rates as white students. A powerful look at how educational policies unfold in America's universities, Taming the River sheds light on the social and racial factors influencing student success.
Holdings
Item type Current library Call number URL Status Notes Barcode
eBook eBook Biblioteca "Angelicum" Pont. Univ. S.Tommaso d'Aquino Nuvola online online - DeGruyter (Browse shelf(Opens below)) Online access Not for loan (Accesso limitato) Accesso per gli utenti autorizzati / Access for authorized users (dgr)9781400830053

Frontmatter -- Contents -- List of Tables and Figures -- Acknowledgments -- Taming the River -- 1 Entering the Current -- 2 Staying Afloat Academically -- 3 Staying Afloat Socially -- 4 Staying Afloat Financially -- 5 Battling Social Undercurrents -- 6 The Hidden Rocks of Segregation -- 7 The Shoals of Stereotypes -- 8 The Wake from Affirmative Action -- 9 College at Midstream -- Appendix A. Questionnaire Used in Spring of Freshman Year -- Appendix B Questionnaire Used in Spring of Sophomore Year -- Appendix C Construction of Social Scales -- References -- Index

restricted access online access with authorization star

http://purl.org/coar/access_right/c_16ec

Building on their important findings in The Source of the River, the authors now probe even more deeply into minority underachievement at the college level. Taming the River examines the academic and social dynamics of different ethnic groups during the first two years of college. Focusing on racial differences in academic performance, the book identifies the causes of students' divergent grades and levels of personal satisfaction with their institutions. Using survey data collected from twenty-eight selective colleges and universities, Taming the River considers all facets of student life, including who students date, what fields they major in, which sports they play, and how they perceive their own social and economic backgrounds. The book explores how black and Latino students experience pressures stemming from campus racial climate and "stereotype threat"--when students underperform because of anxieties tied to existing negative stereotypes. Describing the relationship between grade performance and stereotype threat, the book shows how this link is reinforced by institutional practices of affirmative action. The authors also indicate that when certain variables are controlled, minority students earn the same grades, express the same college satisfaction, and remain in school at the same rates as white students. A powerful look at how educational policies unfold in America's universities, Taming the River sheds light on the social and racial factors influencing student success.

Issued also in print.

Mode of access: Internet via World Wide Web.

In English.

Description based on online resource; title from PDF title page (publisher's Web site, viewed 08. Jul 2019)