LEADER 03624nam 2200709Ia 450 001 9910811089203321 005 20240418140904.0 010 $a9786612047107 010 $a1-282-04710-8 010 $a1-4399-0118-X 035 $a(CKB)1000000000702745 035 $a(EBL)413467 035 $a(OCoLC)476237639 035 $a(SSID)ssj0000096641 035 $a(PQKBManifestationID)11119518 035 $a(PQKBTitleCode)TC0000096641 035 $a(PQKBWorkID)10081914 035 $a(PQKB)10775337 035 $a(MiAaPQ)EBC413467 035 $a(OCoLC)316160797 035 $a(MdBmJHUP)muse15549 035 $a(Au-PeEL)EBL413467 035 $a(CaPaEBR)ebr10279965 035 $a(CaONFJC)MIL204710 035 $a(EXLCZ)991000000000702745 100 $a20000725d2001 uy 0 101 0 $aeng 135 $aur|||||||nn|n 181 $ctxt 182 $cc 183 $acr 200 00$aAchieving against the odds$b[electronic resource] $ehow academics become teachers of diverse students /$fedited by Esther Kingston-Mann and Tim Sieber 205 $a1st ed. 210 $aPhiladelphia $cTemple University Press$d2001 215 $a1 online resource (241 p.) 225 1 $aThe new academy 300 $aDescription based upon print version of record. 311 $a1-56639-851-7 311 $a1-56639-850-9 320 $aIncludes bibliographical references and index. 327 $aContents; 9 Teaching, Learning, and Judging: Some Reflections on the University and Political Legitimacy; Foreword; Acknowledgments; Introduction: Achieving Against the Odds; 1 Coming Out and Leading Out: Pedagogy Beyond the Closet; 2 Three Steps Forward, One Step Back: Dilemmas of Upward Mobility; 3 Learning to Listen to Students and Oneself; 4 Language and Cultural Capital: Reflections of a "Junior" Professor; 5 Racial Problems in Society and in the Classroom; 6 Teaching (as) Composing 327 $a7 Teaching, Tenure, and Institutional Transformation: 125 Reflections on Race, Culture, and Resilience at an Urban Public University 8 Teaching American Dreams/American Realities: Students' Lives and Faculty Agendas; 10 Gender Trouble in the Gender Course: Managing and Mismanaging Conflict in the Classroom; 11 Odd Man Out; About the Contributors; Index 330 $a""High school was like a penance imposed for some unknown sin. Everything I ever learned that was important was learned outside of school. So I never thought to associate schools with learning."" (Amy, UMass Boston student)Today's diverse and financially burdened students enter higher education eager to succeed at institutions originally designed for culturally homogeneous and predominantly white middle-class populations. They are expected to learn from faculty trained primarily as researchers. Unsurprisingly, student dropout and faculty burnout rates are high, leading some conser 410 0$aNew academy. 606 $aMinority college students$zMassachusetts$zBoston$vCase studies 606 $aMulticultural education$zMassachusetts$zBoston$vCase studies 606 $aCollege environment$zMassachusetts$zBoston 606 $aCultural pluralism 615 0$aMinority college students 615 0$aMulticultural education 615 0$aCollege environment 615 0$aCultural pluralism. 676 $a378.1/9829 701 $aKingston-Mann$b Esther$0153562 701 $aSieber$b R. Timothy$01136055 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910811089203321 996 $aAchieving against the odds$93987788 997 $aUNINA