College-bound friends and college application choices: Heterogeneous effects for Latino and White students

Friends are among the most influential social forces affecting adolescent behavior, yet little work has focused on the influence of friends on the decision to apply to college. Using data from the senior cohort of the Texas Higher Education Opportunity Project, we employed propensity score matching with sensitivity analyses to investigate links between having college-oriented friends and applying to college. We found that college-oriented friends increased the likelihood of applying to any college and to 4-year colleges, both for White and Latino students. However, Latino students benefited less from college-oriented friends compared to White students. Our findings suggest that college-choice models should more directly account for the influence of friends in applying to college, taking account of racial and ethnic differences, and future research should explore why Latino students benefit less.     

Lyceum 1511 and Mountain Crest High School: An International Exchange Program Reveals Educational Contrasts

Abstract

Mexico. The Story of Two Americas. By Stuart Chase, in collaboration with Marian Tyler. Illustrated by Diego Rivera. The Macmillan Company, New York, 1931. 338 pp. $3.00. Reviewed by Milton W. Hamilton.

Mexican Maze. By Carleton Beals. With Illustrations by Diego Rivera. J. Lippincott Company, Philadelphia, 1931. 370 pp. $3.00. Reviewed by Milton W. Hamilton.

The United States and Disarmament. By Benjamin H. Williams. Whittlesey House, McGraw-Hill Book Company, New York, 1931. 361 pp. Reviewed by Milton W. Hamilton.

Bolívar. A Contribution to the study of his political Ideas. By C. Parra-Perez. Translated by N. Andrew N. Cleven. Pittsburgh Printing Company, Pittsburgh, 1930. 198 pp. $3. Reviewed by A. Curtis Wilgus.

The Black Napoleon. The Story of Toussaint Louverture. By Percy Waxman. Harcourt, Brace and Company, New York, 1931. 298 pp. $3.50. Reviewed by A. Curtis Wilgus.

Coronado's Children. Tales of Lost Mines and Buried Treasures of the Southwest. By J. Frank Dobie. The Southwest Press, Dallas, 1930. xv, 367 pp. $3. Reviewed by A. Curtis Wilgus.

Dominicans in Early Florida. By The Very Rev. V. F. O'Daniel. The United States Catholic Historical Society, New York, 1930. xiii, 230 pp. Reviewed by A. Curtis Wilgus.

Historia de la Guerra del Guano y el Salitre o Guerra del Pacifico entre Chile, Bolivia y el Peru. Vol. I. Causas y origenes de la Guerra Naval. By Jacinto Lopez. De Laisne and Rossboro, Inc., New York, 1931. 413 pp. Reviewed by A. Curtis Wilgus.

A History of the United States Since the Civil War, Volume IV. By Ellis Paxson Oberholtzer. The Macmillan Company, New York, 1931. 718 pp. $5.25. Reviewed by Elmer Ellis.

Old France. By John G. Coulter; New York: G. P. Putnam's Sons, 1931, 600 pp. Français et Allemands. By Louis Reynaud; Paris: A. Fayard et Cie, 1931, 387 pp. Reviewed by Jacques Barzun.

Twelve Portraits of the French Revolution. By Henri Béraud. Translated by Madeleine Boyd. Little, Brown and Company, Boston, 1928. 831. pp. Reviewed by C. R. Hall

The Second Republic and Napoleon III. By René Arnaud. New York: Putnam's Sons, 1931. Pp. vii, 436. $4.50. Reviewed by Shepard B. Clough.

Prologue to Mexico. The story of a Search for a Place. By Marian Storm. Alfred A. Knopf, New York, 1931. xii, 328 pp. $3.50. Reviewed by A. Curtis Wilgus.

Mexico. A Study of Two Americas. By Stuart Chase. The Macraillan Company, New York, 1931. vii, 338 pp. $3.00. Reviewed by A. Curtis Wilgus.

The Genius of Mexico. Lectures Delivered before the Fifth Seminar in Mexico, 1930. Edited by Hubert C. Herring and Katharine Terrill. The Committee on Cultural Relations with Latin America, New York, 1931, ix, 334 pp. Reviewed by A. Curtis Wilgus.

Liberalism in Mexico, 1857–1929. By Wilfred Hardy Callcott. Stanford University Press, 1931. xiii, 410 pp. $5.00. Reviewed by A. Curtis Wilgus.

Mexico and its Heritage. By Ernest Gruening. The Century Company, New York, 1930. xix, 728 pp. $3.00. Reviewed by A. Curtis Wilgus.

Hero Stories for Children. By Earl A. Collins and Lyda Hale. The Macmillan Company, New York, 1931. 264 pp. Reviewed by

The First Three Hundred Years in America. By Marion G. Clark and Wilbur Fisk Gordy. Charles Scribner's Sons, New York, 1931. 436 pp. Reviewed by Roberta O'Hara.

Young America. By Charles F. Horne and Olive Bucks. Charles E. Merrill Co., New York, 1930. 328 pp. Reviewed by Roberta O'Hara.     

Reexamining the ethnic hierarchy of locational attainment: Evidence from Los Angeles

Because of a lack of data, the locational attainment literature has not incorporated documentation status into models examining group differences in neighborhood quality. I fill this void by using the Los Angeles Family and Neighborhood Survey, which permits the identification of undocumented respondents, allowing a reexamination of the ethnic structure of locational attainment in this important immigrant-receiving city. Results first suggest that while undocumented Latinos live in the poorest quality communities, blacks live in neighborhoods that are similar to native-born Latinos and better than foreign-born Asians and Latinos. Second, the effects of education are strongest for blacks, allowing the highly educated an opportunity to reside in communities that are of better quality than educated Latinos and Asians. Thus, undocumented Latinos replace blacks at the bottom of the locational attainment hierarchy, allowing educated blacks in Los Angeles to reside in better neighborhoods than blacks in the nation at large.     

重审教育现代化进程中的人文向度

作为外力冲击下的被动型现代化,中国教育现代化进程带有明显的追赶心态,失却了本土文化自觉,承载着过重的外在功利负荷。重温本土意义上的教育现代化探索之路,审视教育本体并聚焦人的健康成长,探寻科学教育与人文教育的辩证关系,有助于理性反思教育现代化进程中的人文向度,以期为当代教育改革提供必要的历史借鉴。     

论教育基本问题的“五元”性——当代教育改革与发展的哲学反思

本文基于教育实践领域的矛盾现象,做自下而上的哲学反思。聚焦人与物、人与人、人与己、人与神及知与行这五类古今中外教育领域的根源性问题,通过剖析各类教育问题共同基点的五元性,发挥教育哲学的批判功能,帮助人们树立一种与构建和谐社会相适应的新的教育价值观。     

当代西方主流教育领导理论的发展及述评

对当代西方教育领导理论的发展进行梳理和回顾，对其发展历史及其研究框架进行了分析。教育领导理论始终是伴随着管理科学的发展，不断借鉴和吸取企业领导理论的养料来丰富完善自身的发展。教育领导理论发展迅速，理论种类繁多，但研究中依然存在着某些“盲点”。从目前的研究结果看，教育领导理论对学习效果与改进学校管理的贡献很少得到验证。我国在此领域的研究仍显稚嫩，尚有很多空白，特别是高等教育领域。     

中俄音乐教育特点比较及其启示

通过对中俄音乐教育特点的比较,得出教学中应因材施教培养学生的创新性能力;应明确音乐教育的最终目的,加强音乐教育实践环节,使之贯穿于整个教学过程;＂因人利导＂教会学生采用自己所学到的基本知识,主动、自觉的提高自己专业修养能力;最终培养出更多具有宽泛坚实的基础知识、独立思考、有创造能力的全面音乐人才。     

高校党校建设和创新的思路与举措

党的十七大报告明确提出，要以改革创新精神加强党的自身建设，为新时期、新阶段全面推进党的建设提供了指导原则和行动纲领。高校党校教育在高校党的建设和党的事业中具有重要的地位和作用。从3个方面阐述高校党校建设和创新的思路与举措：认清形势，坚定信念，加强高校党校建设工作；把握方向，深入研究，探索高校党校建设路径；解放思想，锐意改革，创新高校党校建设思路。     

Nominal comparability is not enough: (In-)equivalence of construct validity of cross-national measures of educational attainment in the European Social Survey

Educational attainment is a core social background variable covered in each and every survey of individuals. Since educational institutions and qualifications are difficult to compare across countries, cross-national surveys pose a particular challenge to the measurement of educational attainment. This study performs a comparative construct validation of a number of cross-national measures of education using the European Social Survey. The measures comprise two versions of the International Standard Classification of Education (ISCED), the education scheme developed in the project ‘Comparative Analysis of Social Mobility in Industrial Nations’ (CASMIN) and hypothetical as well as actual years of education. The first ISCED measure corresponds to the well-known main ISCED levels. The second one, the European Survey Version of ISCED (ES-ISCED) developed for this study, represents an effort to reflect different types of education within levels of education by considering ISCED sub-dimensions, most importantly ‘programme orientation’. Using linear regression models, it is shown how much explanatory power educational attainment loses when different cross-national variables are used, as compared to country-specific educational attainment variables (CSEVs), and how these losses vary across measures and countries. The dependent variable used for the construct validation is social status as measured by the International Socio-Economic Index (ISEI). Results suggest that harmonisation always entails some loss of explanatory power for at least a few countries. However, there are clear performance differences between the comparable measures in terms of both the average amount of losses as well as the distribution of losses across countries. The use of actual years of education as well as the levels-only ISCED strongly attenuates the education-social status association on average, but also to very different degrees across countries. CASMIN and ES-ISCED fare considerably better: they show the lowest losses of explanatory power and the lowest variation of losses across countries. Hypothetical years of education lie in between. Some practical implications are then proposed, e.g. on how to implement cross-national measures of educational attainment in international surveys.     

清华大学校园景观环境的特点与传承

清华大学被称为全球最美的大学之一，考察清华大学100年来校园景观环境的特点与传承，可以为今日校园环境建设提供借鉴。通过对清华大学校园园林景观、植物景观、纪念景观、小区景观、建筑景观、交通景观特点的调查分析，认为大学校园具有美化环境及文学、历史、教育作用，彰显大学校园环境育人的重要功能。同时提出在校园环境建设中应注意景观和谐、功能分区、自然融合及可持续性，为建设绿色大学校园起到示范作用。