z*****a
发帖数: 3809 | 1 【 以下文字转载自 Military 讨论区 】
发信人: tes (286), 信区: Military
标 题: wisconsin大学现在要根据种族打分了
发信站: BBS 未名空间站 (Sun Jul 20 11:22:46 2014, 美东)
It calls for “proportional participation of historically underrepresented
racial-ethnic groups at all levels of an institution, including high status
special programs, high-demand majors, and in the distribution of grades.” | u*****a
发帖数: 6276 | 2 似乎大家应该加强英文的阅读理解能力。
Quote:
Merry
July 18, 2014 at 11:04 am
1. The sentence, “proportional participation of historically
underrepresented racial-ethnic groups at all levels of an institution,
including high-status special programs, high-demand majors, and in the
distribution of grades” comes from a definition of representational
equality.
2. The definition paraphrases research by Estela Bensimon.
3. The research emphasizes that the outcome of education should be
representational equality – in other words, how can we help ALL students
succeed so that the distribution of grades doesn’t in any way fall along
racial or ethnic or socioeconomic lines (with well-to-do kids getting As and
poor kids averaging Ds, for example), but cuts across them? Do we need
study groups, special college prep, summer programs, or what?
4. Nothing in the report, the definition, or Bensimon’s research in any way
shape or form advocates giving inflated grades to non-white students in the
name of “equality.” | u*****a
发帖数: 6276 | 3 Quote:
Joe Joe
July 18, 2014 at 1:28 am
Actually the damning phrase about equity in grades is not in the report
itself. The full Diversity report is here:
http://diversityframework.wisc.edu/documents/FrameworkforDivers
On page 15 of that report, under section F, there is a link to “Inclusive
Excellence” (7th line of the first paragraph). This link takes you to a
university Academic Affairs web page which generally explains “Inclusive
Excellence.”
If you go up to the top and click on the link for “Defininitions” you get
this webpage:
http://www.wisconsin.edu/vpacad/Inclusive_Excellence/definition
It is on this webpage where the paragraph about Inclusive Excellence in
grades appears:
Equity
Equity Mindedness: Refers to the outlook, perspective or mode of thinking
exhibited by practitioners and others who call attention to patterns of
inequity in student outcomes, and are willing to assume personal and
institutional responsibility for the elimination of inequity. This includes
being “color conscious,” noticing differences in experience among racial-
ethnic groups, and being willing to talk about race and ethnicity as an
aspect of equity. Equity perspectives are evident in actions, language,
problem-framing, problem-solving, and cultural practices. (Bensimon, 2008)
Deficit Mindedness: Deficit thinking “posits that students who fail in
school do so because of alleged internal deficits (such as cognitive and/or
motivational limitations) or shortcomings socially linked to the youngster-
such as familiar deficits and dysfunctions” (Valencia, 1997). In other
words, deficit thinking “blames the student” for unequal outcomes.
Representational Equity: Proportional participation of historically
underrepresented racial-ethnic groups at all levels of an institution,
including high status special programs, high-demand majors, and in the
distribution of grades. (Bensimon, 2008) |
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