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Majority White (majority + white)
Selected AbstractsWar-related posttraumatic stress disorder in Black, Hispanic, and majority White Vietnam veterans: The roles of exposure and vulnerabilityJOURNAL OF TRAUMATIC STRESS, Issue 2 2008Bruce P. Dohrenwend Elevated prevalence rates of chronic posttraumatic stress disorder (PTSD) have been reported for Black and Hispanic Vietnam veterans. There has been no comprehensive explanation of these group differences. Moreover, previous research has relied on retrospective reports of war-zone stress and on PTSD assessments that fail to distinguish between prevalence and incidence. These limitations are addressed by use of record-based exposure measures and clinical diagnoses of a subsample of veterans from the National Vietnam Veterans Readjustment Study (NVVRS). Compared with Majority White, the Black elevation is explained by Blacks' greater exposure; the Hispanic elevation, by Hispanics' greater exposure, younger age, lesser education, and lower Armed Forces Qualification Test scores. The PTSD elevation in Hispanics versus Blacks is accounted for mainly by Hispanics' younger age. [source] Social integration between African American and European American children in majority black, majority white, and multicultural elementary classroomsNEW DIRECTIONS FOR CHILD & ADOLESCENT DEVELOPMENT, Issue 118 2007Philip C. Rodkin How are African American and European American children getting along in integrated elementary schools? The authors find substantial integration in majority black and multicultural classrooms, but ethnic segregation and cross-ethnic antipathies are more common in majority white classrooms. [source] The Role of an African-American Candidate on Psychological Engagement and Political Discussion in a Local ElectionPOLITICS & POLICY, Issue 2 2009JAS M. SULLIVAN There have been numerous studies of African-American political participation, but little research investigating the effect of African-American candidates on political discussion. This is surprising, given the importance of political discussion in democratic theory and the increased attention it has received in the literature. We address this gap by examining the effect of a successful African-American Democratic candidate on psychological engagement and political discussion in a majority white, majority Republican local election in the Deep South. Our findings reveal a paradox,African-American voters paid more attention to the election and reported being more informed and more satisfied with the candidates, but were less likely to have discussed the election. The negative effect of race was less than in other concurrent races, indicating that the presence of an African-American candidate may limit but not erase participation differentials in political discussion. [source] Summer learning and its implications: Insights from the Beginning School StudyNEW DIRECTIONS FOR YOUTH DEVELOPMENT, Issue 114 2007Karl L. Alexander There is perhaps no more pressing issue in school policy today than the achievement gap across social lines. Achievement differences between well-to-do children and poor children and between disadvantaged racial and ethnic minorities and majority whites are large when children first begin school, and they increase over time. Despite years of study and an abundance of good intentions, these patterned achievement differences persist, but who is responsible, and how are schools implicated? The increasing gap seems to suggest that schools are unable to equalize educational opportunity or, worse still, that they actively handicap disadvantaged children. But a seasonal perspective on learning yields a rather different impression. Comparing achievement gains separately over the school year and the summer months reveals that much of the achievement gap originates over the summer period, when children are not in school. The authors review Beginning School Study research on differential summer learning across social lines (that is, by family socioeconomic level) and its implications for later schooling outcomes, including high school curriculum placements, high school dropout, and college attendance. These studies document the extent to which these large summer learning differences impede the later educational progress of children of low socioeconomic status. Practical implications are discussed, including the need for early and sustained interventions to prevent the achievement gap from opening wide in the first place and for high-quality summer programming focused on preventing differential summer learning loss. [source] | |||||||||||||