University of North Carolina at Greensboro

About: University of North Carolina at Greensboro is a education organization based out in Greensboro, North Carolina, United States. It is known for research contribution in the topics: Population & Poison control. The organization has 5481 authors who have published 13715 publications receiving 456239 citations. The organization is also known as: UNCG & UNC Greensboro.

We Are What We Eat: Ethnic Food and the Making of Americans

Abstract: A review of Donna R. Gabaccia’s We Are What We Eat: Ethnic Food and the Making of Americans.

Assessing Equity Beyond Knowledge- and Skills-based Outcomes: A Comparative Ethnography of Two Fourth-grade Reform-based Science Classrooms

Abstract: When evaluating equity, researchers often look at the “achievement gap.” Privileging knowledge and skills as primary outcomes of science education misses other, more subtle, but critical, outcomes indexing inequitable science education. In this comparative ethnography, we examined what it meant to “be scientific” in two fourth-grade classes taught by teachers similarly committed to reform-based science (RBS) practices in the service of equity. In both classrooms, students developed similar levels of scientific understanding and expressed positive attitudes about learning science. However, in one classroom, a group of African American and Latina girls expressed outright disaffiliation with promoted meanings of “smart science person” (“They are the science people. We aren't like them”), despite the fact that most of them knew the science equally well or, in one case, better than, their classmates. To make sense of these findings, we examine the normative practice of “sharing scientific ideas” in each classroom, a comparison that provided a robust account of the differently accessible meanings of scientific knowledge, scientific investigation, and scientific person in each setting. The findings illustrate that research with equity aims demands attention to culture (everyday classroom practices that promote particular meanings of “science”) and normative identities (culturally produced meanings of “science person” and the accessibility of those meanings). The study: (1) encourages researchers to question taken-for-granted assumptions and complexities of RBS and (2) demonstrates to practitioners that enacting what might look like RBS and producing students who know and can do science are but pieces of what it takes to achieve equitable science education.

HE'S STEALING MY ISSUES!' Clinton's Crime Rhetoric and the Dynamics of Issue Ownership

Abstract: This research draws from theories of issue ownership and “crafted talk” to propose a way to systematically analyze how political elites use rhetoric to gain a strategic advantage over their opponents. The example described is President Clinton's success in neutralizing the Republican advantage on issues related to crime fighting. This research provides descriptive evidence to support Clinton's success in this endeavor. Moreover, using content analyses of elite attention to crime from 1981 to 2000, the analysis demonstrates that Clinton not only changed the dimension over which the parties discussed crime, from a focus on punishment to one stressing prevention, but also served as an agenda setter for media coverage of crime using this new emphasis.