Contesting "Culture": The Perspectives of Hmong American Female Students on Early Marriage

This article complicates the meanings of early marriage among Hmong American female students. It moves beyond explanations of cultural difference in the examination and explication of the discourse and practice of early marriage among female adolescents in the Hmong community. Drawing on the perspectives and experiences of Hmong American female students, this article reveals that early marriage may be an expression of students' opposition to the structures of and experiences with school and family. The significance of this analysis is its recognition and illumination of the fluidity of cultural and social practices, and the tensions between and within ethnic groups.     

Language, Race, and White Public Space

White public space is constructed through (1) intense monitoring of the speech of racialized populations such as Chicanos and Latinos and African Americans for signs of linguistic disorder and (2) the invisibility of almost identical signs in the speech of Whites, where language mixing, required for the expression of a highly valued type of colloquial persona, takes several forms. One such form, Mock Spanish, exhibits a complex semiotics. By direct indexicality, Mock Spanish presents speakers as possessing desirable personal qualities. By indirect indexicality, it reproduces highly negative racializing stereotypes of Chicanos and Latinos. In addition, it indirectly indexes "whiteness" as an unmarked normative order. Mock Spanish is compared to White "crossover" uses of African American English. Finally, the question of the potential for such usages to be reshaped to subvert the order of racial practices in discourse is briefly explored.     

"Quit Talking and Learn English!": Conflicting Language Ideologies in an ESL Classroom

This article addresses the relationship between educational theory—as manifested in particular ideologies of teaching and learning—and classroom practice. Based on an ethnographic study of English-as-a-second-language (ESL) learning at a Canadian senior public school, I outline a conflict between two language ideologies that give shape to, and are shaped by, the classroom practices of the ESL teacher, his assistants, and the students. I discuss the implications of this ideological conflict in terms of the opportunities ESL students are given, and that they create for themselves, to practice speaking English. I end by outlining how these findings can be used to shape educational policy as it relates to ESL classroom curricula in order to create a more equitable learning environment for ESL students.     

Bridging Multiple Worlds: How African American and Latino Youth in Academic Outreach Programs Navigate Math Pathways to College

Universities have launched outreach programs to enhance their ethnic diversity, yet little developmental research examines students' pathways to college. This study compares capital models (highlighting family background) with challenge models (highlighting students' challenges and resources) in predicting pathways to college. The Bridging Multiple Worlds Model frames this longitudinal study of 120 African American and Latino youth in outreach programs. We examined students' family backgrounds; challenges and resources across family, school, peer, and community worlds; and high school math pathways as predictors of college eligibility and enrollment. African American students more typically had U. S. born, college-educated parents, and Latino students, immigrant parents with high school education or less. Second, students saw parents as greater resources than teachers, siblings, and themselves; peers and teachers were their greatest challenges. Youth distinguished resources and challenges more by their source than form. Third, high school math and English grades rose and fell together, with early math grades predicting college eligibility. Five math pathways emerged: steady, slowly declining, rapidly declining, increasing, and "back on track" toward college, but pathways did not always predict college choices. Fourth, although family background predicted few outcomes, parents' and teachers' help and siblings' challenges predicted grades, eligibility, and admission to prestigious colleges. Findings highlight both capital and challenge models for science, policy, and programs involving diversity and equity.     

"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.     

The Natives Are Gazing and Talking Back: Reviewing the Problematics of Positionality, Voice, and Accountability among "Native" Anthropologists

In this article, a linguistic anthropologist reviews the growing literature on the possibilities and problematics of understanding "native" anthropology and its implications for the construction of ethnographic knowledge. The author examines the centrality of language for "native" scholars in negotiating their legitimacy in the field. Confessions of failure by native scholars and their dilemmas with translation illuminate the dialogic and political nature of ethnographic inquiry, particularly when research is conducted in "home" communities. Moreover, native ethnographers' critical reflexivity regarding their subject positionings and "voice" may constitute a counterhegemonic rhetorical strategy for negotiating multiple accountabilities. Self-identification as a native scholar is seldom a means through which researchers "play the native card" via a noncritical privileging of their "insider" status. Instead, claiming native status may act tactically as both a normalizing and an exclusivizing endeavor, as well as a signif ier of the decolonization of anthropological thought and practice. The author considers these and other critical implications of native anthropological research in relation to her own multisited research on African American linguistic and cultural practices focused on hair care. [Keywords: "native" anthropology, language, representation, reflexivity, translation]     

Why Doesn't the Creed Read "Always Be Critical"? An Examination of a Liberal Curriculum

Using ethnographic data collected in a second grade classroom over the course of a school year, this paper describes the ways in which one school's discourse of liberalism is deleteriously deployed. We view the school's discipline creed as emblematic of the school's liberal curriculum, and interrogate the effects on four African American boys in the classroom when the school enacts this creed. Despite the agency that these boys obviously had, they were unable to control the ways in which they were placed at a structural disadvantage and manipulated by a system far more powerful than they were. The results were that these four boys suffered. Not only did the intended liberal curriculum fail to be translated fully into the enacted curriculum, the liberal underpinnings of this curriculum precluded teachers and students from taking any critical stance.     

"Taming tradition": medicalized female genital practices in western Kenya

This article considers the question of female genital practices at the hands of health workers in western Kenya. Recent articles in Medical Anthropology Quarterly have critically engaged with the biomedical arguments condemning such practices. This article studies the case of medicalized circumcision in which biomedical concerns over health risks have become incorporated in their vernacular practice. Although some suggest that medicalization may provide a harm-reduction strategy to the abandonment of the practice, research in one region challenges this suggestion. It argues that changing and conflicting ideologies of gender and sexuality have led young women to seek their own meaning through medicalized practice. Moreover, attributing this practice to financial motivations of health workers overlooks the way in which these "moral agents" must be situated within their social and cultural universe. Together, these insights challenge the view that medicine can remain neutral in the mediation of tradition.     

"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.     

Parental Strategies in Contrasting Cultural Settings: Families in México and "El Norte"

A "culturally relevant pedagogy" has been recommended to enhance the achievement of Latino students in American schools. In practice, this pedagogy is often based on a view of the home culture as static and in conflict with mainstream culture. The present study compares the child-rearing practices and values of Mexican immigrants raising their children in the United States with those of their siblings who are raising children in Mexico. The study contributes to the theories of culture, documenting the dynamic nature of cultural practices on both sides of the border and examining the implications of cultural change of different types for practice in language minority education.     

Teachers' Expectations and Sense of Responsibility for Student Learning: The Importance of Race, Class, and Organizational Habitus

This article examines how the concentration of low-income African American students in urban elementary schools is deeply coupled with a leveling of teachers' expectations of students and a reduction in their sense of responsibility for student learning. We argue that this process is rooted in school-based organizational habitus through which expectations of students become embedded in schools. We show that this process can be mediated if school leaders engage in practices designed to increase teachers' sense of responsibility for student learning. [organizational habitus, race, class, teacher expectations]     

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.     

Ladies Are Seen, Not Heard: Language Socialization in a Southern, African American Cosmetology School

This article examines language socialization among African American cosmetology students. To constitute themselves as hair experts, freshman and senior students learn to distinguish between specialized and lay hair terminology, avoid loud talking, and ask clients' diagnostic questions. Students also reframe textbook metacommunicative theories using personal narrative, role-play, and "mother wit." Findings from this ethnographic and discourse analytic study highlight the actual processes through which students learn to speak as and hence, become "hair experts." Data further reveal how language learning is shaped by students' cultural and communal contexts.     

Excavating Culture: Ethnicity and Context as Predictors of Parenting Behavior

Ethnic, socioeconomic, and contextual predictors of parenting and family socialization practices were examined among African American and European American families. This is one of a set of coordinated studies presented in this special issue (Le et al.). With the goal of sampling African American and European American children and families that were roughly equivalent on socioeconomic indicators, 103 mothers and their children were interviewed when the children were in kindergarten, and 83.5% were interviewed again in fourth grade. There were no ethnic differences in mothers' reports of warmth and communication at kindergarten; mothers' and children's reports of behavioral control at fourth grade, and children's reports of warmth at fourth grade. Among the ethnic differences in the parenting constructs, a number of them were related to cultural variables. For example, African American mothers expressed higher levels of self-efficacy and this was positively related to beliefs in communicating ethnic pride in their children. Similarly, although African American mothers expressed lower levels of warmth than European American mothers at fourth grade, among African American mothers, warmth was positively related to ethnic pride and beliefs in ethnic equality. A similar pattern was found for Psychological Control at fourth grade. When parenting practices among African Americans are examined in relation to ethnic socialization goals and ethnic identity, endorsement of ethnic socialization and identity was associated with more adaptive parenting practices. Longitudinally, there were several notable changes in ethnic differences in parenting practices across age.     

ESP理论参照下的临床医学英语教学实践探讨

目的:由于传统的英语教学无法满足全球化对于双语医学教育的新要求,ESP特殊用途英语如何在中国医学教育中得以实践并取得有效成果成了医学教育者的新课题。方法:为了解决这一课题,在上海交通大学医学院进行医学双语教学的试点培训,以学士,硕士和博士三种学历组成人数为3-5人的小型试点班级,目的在跟踪不同阶段的医学生在培训期间的专业素质水平与英语水平的成效,并参照语言学家Pauline Robinson的ESP方法论,归纳总结出适应我国不同阶段学生的教学方法。Pauline Robinson的ESP方法分别为:角色扮演和模仿,案例学习法,项目教学法和演讲。结果:培训教师从三组不同学生的实际情况出发,结合上述四种教学方法,经过三个学期的培训分别得出了博士生组的口语能力,硕士生组听力能力以及本科生的写作阅读能力进步比较突出的结果。结论:中国教育体制所导致的被动接受的学习习惯是中国的特殊情况,而角色扮演和模仿,案例学习法,项目教学法和演讲是紧密相扣的四环相连的教学方法,每一种教学方法都是对彼此的补充和丰富,符合我国当代学生的个性特点和医学教育的方向,从而需要更多的医学教育工作者更好地利用四种教学方法以不断提升医学英语教学的教育事业以更好地帮助医学工作者融入国际舞台。     

"Kissing a Baby Is Not at All Good for Him": Infant Mortality, Medicine, and Colonial Modernity in the U.S.-Occupied Philippines

Feminist scholars have begun to consider the ways indigenous practices of child rearing were and are challenged in (post)colonial discourse and practice, and how these practices have become a terrain on which definitions of nation, state, and economy are contested. In this article, I adopt a historical anthropological approach to consider how Filipino child-rearing strategies were described and stigmatized in educational, public health, and public welfare discourses in the U.S.-occupied Philippines in the early 20th century. I demonstrate how public health practices and discourses that were generated as part of a "benevolent" campaign against high rates of infant mortality were strategically used as a weapon against Filipino arguments for independence. I also consider how discourses constructing Filipino caregivers as overly indulgent were linked to metropolitan concerns about production of the "new industrial man" and were used to develop a racialized critique of the cultural practices of Filipinos.     

A Gifted Amateur: The Case of George Washington Ellis

George Washington Ellis published Negro Culture in West Africa in 1914 in response to the social gospel prophets' racist and stereotypical perspectives of West Africa and Africans. In so doing. Ellis attempted to shift the discourse from one that emphasized African barbarism to one that repudiated the idea of African inferiority. Unwittingly, however, Ellis preached a brand of romantic racialism—a benign doctrine that was commonplace in the racial discourse of African American elites at the Turn of the Century. Asa consequence, his loyalties were divided between 19th-century ethnological science and the "new ethnology" of Franz Boas. [Keywords: George Washington Ellis, history of racism, antiracism, African American anthropology, social gospel prophets]     

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。     

"Epidemic" vs "epidemiological": linguistic aspects of epidemiological terminology

The meaning of the terms "epidemic" and "epidemiological" used in a medical discourse have been analyzed; differential signs have been found by the method of linguistic analysis, making it possible to avoid unjustified interchanges of these terms.     

Race Bending: "Mixed" Youth Practicing Strategic Racialization in California

As more U.S. youth claim "mixed" heritages, some adults are proposing to erase race words altogether from the nation's inequality analysis. Yet such proposals, as detailed ethnography shows, ignore the complex realities of continuing racialized practice. At an urban California high school in the 1990s, "mixed" youth strategically employed simple "race" categories to describe themselves and inequality orders, even as they regularly challenged these very labels' accuracy. In so "bending" race categories, these youth modeled a practical and theoretical strategy crucial for dealing thoughtfully with race in 21st century America . [race, youth, youth culture, discourse, language]