"Hey, Those Shoes Are Out of Uniform": African American Girls in an Elite High School and the Importance of Habitus

We examine how race and class influenced the lives of six African American high school seniors who attended a predominantly white, elite, independent secondary school. Race and class contributed to an organizational habitus of the school characterized by white and wealthy privilege. Interaction of that dominant habitus with the dissimilar individual habitus of the students resulted in a form of symbolic violence—symbolic violence the black students knowingly endured in exchange for the social mobility afforded by attending the elite school.     

The school experiences of mixed-race white and black Caribbean children in England

This research aims to explore the school experiences of mixed white/ black Caribbean children in English schools. The overarching findings of this research confirm that although the mixed-race population as a whole is achieving above the national average, the mixed white/ black Caribbean group is consistently the lowest performing mixed-race group in the country. Views of pupils, their parents and teachers in two London secondary schools suggest various reasons why mixed white/ black Caribbean pupils might continue to be the lowest performing mixed group in the country. These included experiences of marginalization and invisibility in school life, the low expectations that teachers held about them, the lack of knowledge about how to support them at school and how all these issues were exacerbated by the friendship groups they mixed in. This research paper discusses these critical factors in detail and their implications for policy and further research.     

Critical implications of Franz Boas'theory and methodology

The Grand Scheme of unilinear evolution as it was developed in the nineteenth century, placing Western European and American civilization at the pinnacle of humanity, was vigorously attacked by the Boasian school, and the theory of cultural relativism was forged in the heat of many long theoretical battles in the discipline. Simultaneously, the Boas school attacked the fundamental tenets of white supremacy by showing with solid empirical studies that race, language and culture were not coextensive entities and that there was no innate racial inheritance guaranteeing the white man's natural right (or duty) to rule.The attack on race prejudice and ethnocentrism, however, never led to an allout attack on exploitation of subject peoples, to an interest in the modes or oppression and their cultural consequences, or even to scholarly acknowledgement of the fact of exploitation. In fact, the Boas school never showed any real interest in studying thesituation of conquest and exploitation as such.     

Trends of overweight and obesity among white and american indian school children in south dakota, 1998–2010

Objective:

To investigate the prevalence of overweight and obesity among white and American Indian children in a predominantly rural state.

Design and Methods:

Using a repeated, cross‐sectional design of school children's height and weight, the study sample included 361,352 measures of children who were 5.0–19.9 years, attending school across 13 academic calendar years. Trained staff measured height, weight, and recorded gender, age, and race. Data were voluntarily reported to the State Department of Health.

Results:

American Indian children consistently had higher rates of overweight and obesity compared to white children. Across the years, 16.3% of white students were overweight, whereas 19.3% of American Indian students were overweight. In addition, 14.5% of white children were obese and 25.9% of American Indian children were obese. Examining by rural versus urban schools, prevalence of overweight had been increasing among white male and female students and American Indian female students living in rural areas. Obesity is also increasing among rural white females and male and female American Indian children.

Conclusions:

The findings here suggest that although American Indian children are at higher risk, in general, compared to white children, rural populations in general are experiencing increases in childhood overweight and obesity. Targeted rural interventions beginning at an early age are necessary to improve the health of rural children, especially in American Indian communities.     

Puerto Rican High Achievers: An Example of Ethnic and Academic Identity Compatibility

Although research finds that members of some involuntary minority ethnic groups tend to develop oppositional identities, Puerto Rican students studied in this research project at an urban high school did not associate school success with "whiteness." These students were academically successful while still maintaining their ethnic identity. They were not accused of acting white, did not mask their academic accomplishments, and did not assume raceless personas. Different conceptualizations of ethnicity, sociohistorical context, and class may account for their maintenance of ethnic identity while achieving success in school.     

‘Culture shock’: Black students account for their distinctiveness at an elite college

Previous research on black students attending predominantly white colleges has emphasized race-based differences with white students while downplaying differences in social class. This research indicates that class-based differences are an important component of many black students’ discomfort at ‘Northern College’, a school that has traditionally served wealthy white students. Drawing on interviews and participant observation done on campus, I apply cultural capital theory to explain how differences in class-specific cultural styles make campus life difficult for non-affluent blacks and discuss the implications of the findings for future research on black college experiences.     

Mutations in MITF and PAX3 cause "splashed white" and other white spotting phenotypes in horses

During fetal development neural-crest-derived melanoblasts migrate across the entire body surface and differentiate into melanocytes, the pigment-producing cells. Alterations in this precisely regulated process can lead to white spotting patterns. White spotting patterns in horses are a complex trait with a large phenotypic variance ranging from minimal white markings up to completely white horses. The "splashed white" pattern is primarily characterized by an extremely large blaze, often accompanied by extended white markings at the distal limbs and blue eyes. Some, but not all, splashed white horses are deaf. We analyzed a Quarter Horse family segregating for the splashed white coat color. Genome-wide linkage analysis in 31 horses gave a positive LOD score of 1.6 in a region on chromosome 6 containing the PAX3 gene. However, the linkage data were not in agreement with a monogenic inheritance of a single fully penetrant mutation. We sequenced the PAX3 gene and identified a missense mutation in some, but not all, splashed white Quarter Horses. Genome-wide association analysis indicated a potential second signal near MITF. We therefore sequenced the MITF gene and found a 10 bp insertion in the melanocyte-specific promoter. The MITF promoter variant was present in some splashed white Quarter Horses from the studied family, but also in splashed white horses from other horse breeds. Finally, we identified two additional non-synonymous mutations in the MITF gene in unrelated horses with white spotting phenotypes. Thus, several independent mutations in MITF and PAX3 together with known variants in the EDNRB and KIT genes explain a large proportion of horses with the more extreme white spotting phenotypes.     

Inheritance and population structure of the white-phased "Kermode" black bear

We report that a single nucleotide replacement in the melanocortin 1 receptor gene [1] (mc1r) is responsible for the white coat color of the "Kermode" bear [2], a color phase of the black bear (Ursus americanus Pallus) found in the rainforests along the north coast of British Columbia. In a sample of 220 bears, of which 22 were white, there was complete association of a recessive Tyr-to-Cys replacement at codon 298 with the white phase. This variant has not been yet been reported in other mammals, and it also is the lightest-colored variant yet found at mc1r. Also, we found that heterozygotes, which act as a hidden reservoir for the allele among black bears, were infrequent outside of the three islands where Kermodes are common and that, within these three islands, heterozygotes were less frequent than expected under random mating. Immigration of black bears into Kermode populations can depress the occurrence of the white phase, and management practices should be designed to avoid facilitating higher immigration rates.     

Dissin' "the Standard": Ebonics as Guerrilla Warfare at Capital High

This article analyzes the discourse styles, including the linguistic practices, of a group of African American high school students and offers a twofold conclusion: (1) Ebonics or Black English is the norm against which all other speech practices are evaluated by the students at the research site and (2) "the standard"—that is, the standard English dialect—is constructed as a vernacular. As a vernacular, this discourse is not privileged; indeed, it is "dissed" (disrespected) and is only "leased" by the students on a daily basis from nine to three. This linguistic practice is centrally implicated in the postulated guerrilla warfare at the school. With data from a predominantly African American high school in Washington, D.C., the effects of this practice on African American academic achievement are documented. Several policy implications are also noted.     

Canal Town Boys: Poor White Males and Domestic Violence

In this research, I contend that domestic violence is thoroughly embedded in the lives of a group of poor, white, middle school males living in an urban section of the postindustrial Northeast. The scope of the investigation spans one year of observation and interviews with 18 poor youth as they went about their days—at their bilingual school, on neighborhood streets, and in the local community center. By not disrupting the violent attitudes and tendencies expressed among those boys, I argue, the institutions around which their lives were patterned become implicated in the normalization of abusive behavior.     

Bearing the burden of whiteness: the implications of racial self-identification for multiracial adolescents' school belonging and academic achievement

Previous literature on racial self-identification among multiracials demonstrates that self-identification differs by context. Moreover, among multiracial adolescents, identity, usually measured in school, is correlated with achievement. In addition, a few studies have indicated that for half-white, half-minority adolescents, school achievement falls in between the achievements of their monoracial counterparts. Using the in-school and in-home components of the National Longitudinal Study of Adolescent Health (Add Health), we examine the relationship between racial self-identification and school belonging and achievement. We find that among black/white and Asian/white adolescents, adolescents who self-identify as white are particularly disadvantaged in school, reporting lower grade point averages (GPA) than their multiracial counterparts. Our conclusions suggest that multiple contextual measures of self-identification better capture the relationship between racial identification and academic achievement among multiracial adolescents.     

Overweight and obesity in an ethnically diverse rural school district: the Healthy Kids Project

Objective: Data on Native American children and adolescents are rarely reported along with other racial and ethnic groups. The Healthy Kids Project is part of an effort to describe the prevalence of overweight and obesity in a racially mixed rural area where Native American, Hispanic, African American, and white children reside. Methods and Procedures: We measured height and weight of students in Anadarko, Oklahoma public schools (n = 1,980) in 2002–2003. All available students (95.7%) whose parents had not opted out of school health assessments were included. From these data, we calculated BMI (weight (kg) / height (m²)) and used the International Obesity Task Force reference to classify children into BMI categories. Results: Native American, Hispanic, African American, and white children who live and attend school in the same surroundings are at risk of overweight and obesity. White children had the lowest combined prevalence of overweight and obesity (37.6%), and Native American children had the highest (53.8%) followed closely by African American (51.7%) and Hispanic children (50.5%). Discussion: The childhood obesity epidemic includes all racial and ethnic groups to different degrees. In a rural public school, Native American, Hispanic, and African children had higher rates of overweight/obesity than white children.     

Antipredator Benefits of Schooling Behaviour in a Cyprinodontid Fish,the Banded Killifish (Fundulus diaphanus)

Fish schools are believed to provide antipredator benefits to their members. Two potential antipredator benefits, the dilution and confusion effects, of schooling were investigated in the laboratory using banded killifish (Fundulus diaphanus). Individual risk of being attacked and killed by a fish predator (white perch, Morone americana) declined with increasing killifish school size in a manner closely predicted by the dilution hypothesis. Perch were apparently not confused by schooling killifish since fish in groups of one did not suffer a disproportionately greater predation rate than fish in all larger school sizes. However, killifish straggling from the school were preferentially attacked and more successfully captured compared with school members. Schooling in the banded killifish therefore confers a considerable antipredator benefit to individual group members, at least through a dilution effect, and straying from a school has an associated increased risk of mortality to predation, which selects for schooling behaviour.     

The Body Mass Index-Mortality Relationship in White and African American Women

Objective : To examine the association of body mass index to all-cause and cardiovascular disease (CVD) mortality in white and African American women. Research methods and procedures : Women who were members of the American Cancer Society Prevention Study I were examined in 1959 to 1960 and then followed 12 years for vital status. Data for this analysis were from 8,142 black and 100,000 white women. Body mass index (BMI) was calculated from reported height and weight. Associations were examined using Cox proportional hazards modeling with some analyses stratified by smoking (current or never) and educational status (less than complete high school or high school graduate). Results : There was a significant interaction between ethnicity and BMI for both all-cause (p<0.05) and CVD mortality (p<<0.001). BMI (as a continuous variable) was associated with all-dause mortality in white women in all four groups defined by smoking and education. In black women with less than a high school education, there were no significant associations between BMI mortality. For high school-educated black women, there was a significant association between BMI and all-cause mortality. Among never smoking women with at least a high school education, models using the lowest BMI as the reference indicated a 40% higher risk of all-cause mortality at a BMI of 35.9 in black women vs. 27.3 in white women. Discussion : The impact of BMI on mortality was modified by educational level in black women; however, BMI was a less potent risk factor in black women than in white women in the same category of educational status.     

Student Voice as Agency: Resistance and Accommodation in Inner-City Schools

In this article we describe the results of a comparative case study of two inner-city high schools located in the southeastern United States. One school, a citywide school with high admission standards, enrolls an all-African American lower-to-middle-class population. The other school enrolls a more ethnically and racially diverse population of students from a single lower-class neighborhood. Using Grossberg's notion of identity politics, we describe how students' racial/ ethnic identity to a greater or lesser degree becomes both a means of resistance and accommodation to white hegemony.     

"White-opaque transition": a second high-frequency switching system in Candida albicans

A second high-frequency switching system was identified in selected pathogenic strains in the dimorphic yeast Candida albicans. In the characterized strain WO-1, cells switched heritably, reversibly, and at a high frequency (approximately 10(-2] between two phenotypes readily distinguishable by the size, shape, and color of colonies formed on agar at 25 degrees C. In this system, referred to as the "white-opaque transition," cells formed either "white" hemispherical colonies, which were similar to the ones formed by standard laboratory strains of C. albicans, or "opaque" colonies, which were larger, flatter, and grey. At least three other heritable colony phenotypes were generated by WO-1 and included one irregular-wrinkle and two fuzzy colony phenotypes. The basis of the white-opaque transition appears to be a fundamental difference in cellular morphology. White cells were similar in shape, size, and budding pattern to cells of common laboratory strains. In dramatic contrast, opaque cells were bean shaped and exhibited three times the volume and twice the mass of white cells, even though these alternative phenotypes contained the same amount of DNA and a single nucleus in the log phase. In addition to differences in morphology, white and opaque cells differed in their generation time, in their sensitivity to low and high temperatures, and in their capacity to form hypae. The possible molecular mechanisms involved in high-frequency switching in the white-opaque transition are considered.     

Impact of Objective and Subjective Social Status on Obesity in a Biracial Cohort of Adolescents

Objective: To characterize the associations between socioeconomic status (SES), two levels of subjective social status (SSS), and adolescent obesity. Research Methods and Procedures: Cross‐sectional study of 1491 black and white adolescents attending public school in a suburban school district in Greater Cincinnati, Ohio. BMI ≥95th percentile derived from measured height and weight defined overweight. Students rated SSS on separate 10‐point scales for society and school. A parent provided information on parent education and household income for SES. Results: Although there were no sex differences in SES, black students were more likely to come from families with less well‐educated parents and lower incomes (p < 0.001). Black girls had the lowest societal SSS (p = 0.003), lowest school SSS (p = 0.046), and highest BMI (p < 0.001). Prevalence of overweight was highest among black girls (26.0%) and boys (26.2%), intermediate for white boys (17.2%), and least for white girls (11.6%). Logistic regression modeling revealed that parent education, household income, and school SSS were each associated with overweight. In a fully adjusted model, school SSS retained its association to overweight (odds ratio, 1.16; 95% CI, 1.06, 1.26) independent of SES. The association of school SSS was strongest among white girls, intermediate for white and black boys, and absent for black girls. Discussion: Perceptions of social stratification are independently associated with overweight. There were important racial and sex differences in the social status‐overweight association. SSS in the more immediate, local reference group, the school, had the strongest association to overweight.     

生物技术专业《生命科学进展》双语教学初探

为提高学生的外语水平,适应社会经济高速发展对人才的更高要求,通过对《生命科学进展》课程进行了双语教学的实践探索,探讨了教学手段和方法的改革,教学效果调查评估结果显示,认为课程总评及满意程度达良好及以上等级的学生占94%,表明开展的《生命科学进展》双语教学活动所采用的教学方法和手段基本适合学生目前的英语和专业知识水平,《生命科学进展》双语教学改革实践是成功的。     

"Points Ain't Everything": Emergent Goals and Average and Percent Understandings in the Play of Basketball among African American Students

This study examines the shifting nature of the cultural practice of basketball as players move from middle school to high school play and related shifts in players' statistical evaluations linked to play. Thirty-four middle and high school African American basketball players were observed and interviewed as they participated in the practice of basketball. Results show that the practice of basketball differs at these two levels of play corresponding to differences in mathematics linked to play.     

Timing in the regulation of neural crest cell migration: retarded "maturation" of regional extracellular matrix inhibits pigment cell migration in embryos of the white axolotl mutant

In larvae of the white axolotl mutant (Ambystoma mexicanum), contrary to normal dark ones, trunk pigmentation is restricted because the epidermis is unable to support subepidermal migration of pigment cells from the neural crest (NC). This study examines whether the subepidermal extracellular matrix (ECM) is the defective component which prevents pigment cell migration in the white embryo. We transplanted subepidermal ECM, adsorbed in vivo on membrane microcarriers, from and to white and dark embryos in various combinations. White embryos have demonstrated normal NC cell migration along the medioventral pathway, and in order to test the effects of medial ECM on subepidermal migration, this ECM was similarly transplanted. Carriers with ECM attached were inserted subepidermally in host embryos at a premigratory NC stage. Control carriers without ECM and carriers with subepidermal ECM from white donors did not affect NC cell migration in white or dark embryos. In contrast, subepidermal ECM from dark donors triggered NC cell migration in the subepidermal space of both white and dark hosts. Remarkably, subepidermal ECM from white donors which were older than those normally used also stimulated migration in embryos of both strains. Likewise, medial ECM from white donors elicited migration in white as well as dark hosts. Pigment cells occurred among those NC cells that were stimulated to migrate in response to contact with ECM on carriers. These results indicate that the subepidermal ECM of the white embryo is transiently defective as a substrate for pigment cell migration, implying that "maturation" of the ECM is retarded beyond the times during which pigment cells are able to respond. In contrast, the medial ECM of the white embryo appears to mature normally. These findings suggest that the effect of the d gene is expressed regionally through the subepidermal ECM during a limited period of development. Hence, the action of the d gene seems to retard ECM maturation, bringing it out of phase with the migratory capability of the pigment cells. We propose that such a shift in relative timing of the developmental phenomena involved inhibits pigment cell migration in embryos of the white axolotl mutant and, accordingly, that the restricted pigmentation of the mutant larva is generated through heterochrony.