For the past five years, American public schools have enrolled more students identified as Black, Latinx, American Indian, and Asian than white. At the same time, more than half of US school children now qualify for federally subsidized meals, a marker of poverty. The makeup of schools is rapidly changing, and many districts and school boards are at a loss as to how they can effectively and equitably handle these shifts. Suddenly Diverse is an ethnographic account of two school districts in the Midwest responding to rapidly changing demographics at their schools. It is based on observations and in-depth interviews with school board members and superintendents, as well as staff, community members, and other stakeholders in each district: one serving “Lakeside,” a predominately working class, conservative community and the other serving “Fairview,” a more affluent, liberal community. Erica O. Turner looks at district leaders’ adoption of business-inspired policy tools and the ultimate successes and failures of such responses. Turner’s findings demonstrate that, despite their intentions to promote “diversity” or eliminate “achievement gaps,” district leaders adopted policies and practices that ultimately perpetuated existing inequalities and advanced new forms of racism. While suggesting some ways forward, Suddenly Diverse shows that, without changes to these managerial policies and practices and larger transformations to the whole system, even district leaders’ best efforts will continue to undermine the promise of educational equity and the realization of more robust public schools.

For the past five years, American public schools have enrolled more students identified as Black, Latinx, American Indian, and Asian than white. At the same time, more than half of US school children now qualify for federally subsidized meals, a marker of poverty. The makeup of schools is rapidly changing, and many districts and school boards are at a loss as to how they can effectively and equitably handle these shifts. Suddenly Diverse is an ethnographic account of two school districts in the Midwest responding to rapidly changing demographics at their schools. It is based on observations and in-depth interviews with school board members and superintendents, as well as staff, community members, and other stakeholders in each district: one serving “Lakeside,” a predominately working class, conservative community and the other serving “Fairview,” a more affluent, liberal community. Erica O. Turner looks at district leaders’ adoption of business-inspired policy tools and the ultimate successes and failures of such responses. Turner’s findings demonstrate that, despite their intentions to promote “diversity” or eliminate “achievement gaps,” district leaders adopted policies and practices that ultimately perpetuated existing inequalities and advanced new forms of racism. While suggesting some ways forward, Suddenly Diverse shows that, without changes to these managerial policies and practices and larger transformations to the whole system, even district leaders’ best efforts will continue to undermine the promise of educational equity and the realization of more robust public schools.

List of Oral History and Interview Participants -- Notes -- Index

Identity and Cultural Diversity examines immigration and its effect on diversity from a social psychological perspective. Immigration increases cultural diversity and raises difficult questions of belonging, adaptation, and the unity of societies: questions of identity may be felt by people struggling with the basic problem of who they are and where they fit in, and although cultural diversity can enrich communities and societies it also sometimes leads to a new tribalism, which threatens democracy and social cohesion. The author Maykel Verkuyten considers how people give meaning to the fact that they belong to ethnic, racial, religious and national groups, and the implications this can have for social cohesion. The opening chapters consider the nature of social identity and group identification, and include discussions of identity development in adolescence, acculturation, and multiple and dual identities. Verkuyten then considers one of the most pernicious social problems: how conflict emerges from perceiving others as different. He examines when and why group distinctions grow into conflicts and considers the role of cultural diversity beliefs, such as multiculturalism and assimilation. The book concludes by exploring productive ways of managing cultural diversity. Written in an engaging style, Identity and Cultural Diversity will be essential reading for undergraduate and postgraduate students of social and cultural psychology and other social sciences, and it also makes key themes in social psychology accessible to a wider audience outside academia.

Encouraging individuals to adapt and businesses to reshape their resources, capabilities and everyday practices, this book grounds the contemporary workplace in an EDI mindset that looks beyond temporary pressures and trends to a strong, inclusive future.

A wildly fun and scientifically sound exploration of what alien life must be like Scientists are confident that life exists elsewhere in the universe. Yet rather than taking a realistic approach to what aliens might be like, we imagine that life on other planets is the stuff of science fiction. The time has come to abandon our fantasies of space invaders and movie monsters and place our expectations on solid scientific footing. Using his own expert understanding of life on Earth and Darwin's theory of evolution--which applies throughout the universe--Cambridge zoologist Dr. Arik Kershenbaum explains what alien life must be like: how these creatures will move, socialize, and communicate. Might there be an alien planet with supersonic animals? A moon where creatures have a language composed of smells? Will aliens scream with fear, act honestly, or have technology? The Zoologist's Guide to the Galaxy answers these questions using the latest science to tell the story of how life really works, on Earth and in space.

This is the first collection of translations of Chinese film theory to be published in English. By using translations rather than summaries, as other works have done, Chinese Film Theory provides readers with an introduction to the issues current in China's film circles. It includes eighteen chapters written by a broad range of writers--from well established scholars to young people at the beginning of their involvement in film in China. This collection indicates a trend away from the study of external qualities of film and toward a study of the film itself. The volume has been carefully organized so that major issues are interrelated; thus, the book comprises an ongoing debate of film theory issues, progressing from earlier to most recent issues, following the debate concerning the relationship of film to literary arts, and looking at the debate over the relationship of film to culture. The book concludes that for the time being, debate has virtually ended because of the political situation in China. This book is an important new source to anyone interested in film studies, film theory, or Chinese studies.