The gender differences in occupational plans are substantial. Among high school senior boys, 26% planned to enter STEM or biomed occupations, compared with 13% of girls, while 15% of girls planned to enter nursing or similar health occupations compared with 4% of boys.

The results suggest that efforts to reduce gender differences in STEM outcomes need to begin much earlier in students’ educational careers. This is hard to do, Weeden said, because of persistent cultural messages and a gender-segregated adult workforce that reinforce young men’s and women’s beliefs – whether accurate or not – about the types of occupations where they will be welcome and rewarded fairly.

The researchers found that gender differences in high school students’ occupational plans – where they see themselves at age 30 – have a large effect on gender differences in STEM outcomes in college, whereas gender differences in high school grades, math test scores, taking advanced math and science courses, self-assessed math ability, and attitudes toward family and work account for only a small percentage of the gap between female and male STEM major graduates.

the way that the club engaged with its workers of color was a huge flaw in its identity as a feminist establishment.

My research projects are looking at how sexuality specifically informs race, right, and our experiences of race. And so working at the Lusty Lady sort of coincided with what I was learning in my Feminist Studies classes

With the gay marriage debate, you know you had these camps, one camp was framed largely by white middle class gay and lesbian people who were very much for gay marriage and full citizenship, benefits and such. Then you had another camp that was made up of critical white and black queer people that were very critical of gay marriage and felt that it was a way to assimilate. It was a way to further resource divides with queer people of color and white queers. It wasn’t trans-inclusive per se

enerational sexualities framework to explain the controversy surrounding PrEP.

Nurse Cliff Morrison created and then oversaw Ward 5B, where he insisted on emphasizing compassionate care, trying to address patients' emotional, as well as medical, needs

MORRISON: Staff were refusing to provide services or care to patients - not only nurses, but I think the auxiliary staff, the support staff. And I would go in patients' rooms, and you could tell that they hadn't had a bath. They weren't being taken care of. Their beds were dirty. Oftentimes, they were soiled. In many situations, they were just too sick to even kind of respond to it. The ones who were were completely humiliated.

ier. This is really not what you should be doing, and you're giving the wrong message. And our response always was, we're giving the right message. So we were dealing with a lot of hysteria and misinformation and just outright discrimination, I think, very early on.

Discipline disparities refer to instances when students who belong to specific demographic groups (e.g., race/ethnicity, sex, disability status) are subjected to particular disciplinary actions disproportionately—at a greater rate than students who belong to other demographic groups (e.g., Black males are more likely to be suspended or expelled from school than White and Asian males).

Current trends, nationwide, show that when it comes to school discipline, African American students are suspended two to three times more frequently than other students. Similarly, they are overrepresented in office referral, expulsion and corporal punishment (Skiba, et al, 2011, Duncan, 2010, Kim et.al. 2010)

zero tolerance” and “one-strike you are out”.

1. develop culturally responsive instructional and classroom management strategies and train teachers in those strategies. 2. develop clear definitions of disproportionality and analyze individual school data to determine if/where disproportionality exists. 3. incorporate disaggregated data systems that are analyzed with culturally competent data analysis; and balance zero tolerance policies and consideration of students’ intentions for misbehavior.

Where the “acting white” theory came from The “acting white” theory — the idea that African-American kids underachieve academically because they and their peers associate being smart with acting white, and because they're afraid they'll be shunned — was born in the 1980s. John Ogbu, an anthropology professor at the University of California Berkeley, introduced it in an ethnographic study of one Washington, DC, high school. He found what he dubbed an "oppositional culture" in which, he said, students saw academic achievement as "white."

Even President Barack Obama said in 2004, when he was running for US Senate, "Children can't achieve unless we raise their expectations and turn off the television sets and eradicate the slander that says a black youth with a book is acting white

The "acting white" theory also validates a particular social conservative worldview by placing the blame for disparate academic outcomes squarely on the backward ideas of black children and black cultural pathology, instead of on harder-to-tackle factors like socioeconomic inequality, implicit racial bias on the part of teachers, segregated and underresourced schools, and the school discipline disparities that create what's been called the school-to-prison pipeline