西藏农牧民消费结构变化分析

西藏全区人口中大部分居住在农牧区,在＂非典型二元＂结构下,占人口大多数的农牧区居民却不是全区居民消费的主力军。因此,西藏农牧区居民的消费状况成为全面建设小康社会的重要参考依据。文章研究了西藏农牧民的收入来源、消费结构升级与变化趋势;分析了西藏农牧民消费中存在的问题;提出了提升西藏农牧民生活消费需求的对策,首先要增加农村居民的收入,其次应引导合理消费,改变农村居民的消费观念,优化西藏农牧民消费结构。     

机会配置对西藏农牧民增收减贫的相关性研究

本文根据机会的功能、供给与制约主体,就机会配置对西藏农牧民增收减贫所产生的效用进行了分析。首先,以不同时期、特别是改革开放后几个重要发展时期为线索,就机会的市场配置对农牧民收入水平所产生的作用和影响进行了分析。其次,以自治区政府在不同时期出台的针对农牧民增收减贫的政策为线索,就机会的政策配置对西藏农牧民收入水平的影响进行了实证研究。得出以下主要结论：西藏农牧民的贫困性质是相对贫困,基于效益优先的机会配置是导致一段时期西藏农牧民增收乏力和相对贫困的重要原因。第五次西藏工作会议召开以后,政府针对西藏农牧民机会配置从效率优先到公平优先的政策调整立竿见影,发展机会供给量与农牧民发展机会竞争力之间的差距开始逐步缩小,引领西藏走上经济增长和农牧民增收高速并进的可持续发展道路。     

西藏农牧民收入问题研究

西藏农牧民的收入水平在过去的13年里一直趋于增长,但势头不如全国平均水平,也不如本地区的经济增幅,农牧区相对贫困的状况有加大的趋势.但与1992年以前相比,西藏农牧民的生活质量有明显改善则是一个不争的事实.这一事实既经得起理论上的探讨,更经得起实践的检验.西藏农牧民群众的财富欲相对不强、粮食生产与农村经济结构的调整、"两个长期不变"政策边际效益递减,以及缺乏转移农村富余劳动力的市场和机制等问题已经成为制约西藏农牧民增收的几个关键因素.     

促进西藏农牧民增收问题研究

2003年以来,西藏农村居民家庭人均纯收入一直保持两位数以上的增速,中央的政策性补助、农牧民外出务工、虫草采集和农牧民素质提高,是影响农牧民增收的几个重要因素.为完成促进农牧民增收的目标,本文建议用好用活国家的强农惠农政策;稳定提高农牧业生产水平;加强对虫草资源的保护和宣传;以优势矿产和水力资源开发为龙头发展第二产业,在第二产业发展过程中积极吸纳本地农牧民就业;以文化旅游产业为龙头发展第三产业,推动城镇化建设;提高农牧民素质,夯实农牧民增收的人才基础.     

以参与式援藏提升农牧民自我发展能力研究

从长远来看,西藏要实现自我发展,必须进一步提升自我发展能力。西藏76.29%的人口在农牧区,农牧民的自我发展能力,不仅决定着农牧民自身或家庭的生产生活质量和水平,更决定着西藏整体的自我发展能力。在新的历史时期,探索并实施参与式援藏模式,有利于提高农牧民的发展参与度和获得感,有利于提高农牧民自身发展能力,从根本上促进小康西藏的早日实现和西藏的长治久安。     

西藏农牧民进城务工的价值引领与法律制度保障

西藏农牧民进城务工有增长之势.职业选择范围窄、劳务工资较低、生活素质较差等问题,折射出西藏农牧民工在劳动技能、职业素质、竞争能力等方面与当下市场经济要求存在一定距离.对此,既要引领农牧民工重视自身素质提高、增强竞争意识,自觉参与劳动技能教育与培训,更要敦促政府完善地方法规,从法律制度上保障各地县的农牧民接受劳动技能培训,建立提升农牧民参与现代化城市建设能力、提高农牧民物质生活的长效机制.     

构建西藏农牧民增收的长效机制分析

目前,农牧民增收问题是西藏农牧区工作的重点,也是社会主义新农村建设的重要任务,不仅关系到新农村建设的进程,而且关系到广大农牧民的生活水平,关系到农牧区的社会稳定,关系到党和政府在农牧区的威信和执政地位。西藏"十一五"规划中提出,到2010年全区农牧民人均纯收入进入全国中等行列,即"十一五"期间农牧民人均纯收入要保持13%以上的增长速度。当前农牧民增收主要是政策措施的延续,要实现全面的长效性增收仍受到政策局限性和市场局限性约束。这就需要努力构建农牧民增收的长效机制,从农业内部深挖增收潜力,增强农业和农村经济内部自主活力,也需要从农业外部寻找突破,形成可持续的外部推力和良好的增收氛围,形成内、外共促增收的良好机制。     

生命路上的难关——从农牧民感受小议西藏的平均期望寿命

基于从西藏农牧区得来的第一手资料,特别是农牧民的感受和给予的经验数据,以西藏农牧区婴儿死亡率和常见病导致的青壮年死亡率为视角,讨论西藏的人均期望寿命。主要结论为:因为西藏医疗卫生条件的巨大改善和西藏农牧区孕产妇住院分娩率的提高,西藏农牧民有条件顺利度过生命历程中最艰难的出生关和小病关,人均期望寿命得到较大提升是公认的事实。     

公共品供给:西藏农牧民增收的社区环境改善

农村社区的公共品供给,是改善农村社区环境,实现农牧民增收的重要条件。“九五”以来,西藏农村的公共品供给出现了大幅度增长,从而形成改善农牧业发展环境、提高积累、加快农牧业市场化的合力,对提高农牧民收入具有明显的作用。在今后比较长的一段时间内,应继续保持较高的收入水平,以从根本上缓解西藏农村的公共品供给不足状况,实现农牧民收入的持续增长。     

西藏农牧民专业合作社的发展与思考

尽管西藏农牧民专业合作社已有了较快发展,但仍存在着诸如组织成员结构有显著的异质性、推进资本化经营存在障碍、农民技术协会不规范,以及市场交易成本仍高等一些问题."十二五"期间应从规范组织类型、继续加强政府支持、培育产业以及金融支持等方面使西藏农牧民专业合作社得到进一步完善.     

Understanding the role of schools in the Asian-white gap: a seasonal comparison approach

Asian Americans are the most highly educated racial group in the United States and are commonly heralded as the model minority for their high academic success. Nevertheless, previous research suggests that Asian Americans may face certain disadvantages in school settings. For example, Asian Americans’ academic advantage over non-Hispanic white students diminishes between kindergarten entry and the next several years of schooling. This study provides a closer examination of the educational progress of Asian American students compared to white students through a seasonal comparison approach. Using the Northwest Evaluation Association, we analyze reading and math scores for over 130,000 Asian American and white students in grades K-7 in approximately 675 public schools across the US. We find that Asian Americans have higher academic achievement than white students in general, but that these advantages are maintained primarily through faster rates of learning during the summer months. When school is in session, the Asian advantage either remains unchanged or shrinks, consistent with the view that some school processes undermine the educational progress of Asian American students relative to white students.     

Beyond conventional wisdom: community cultural wealth and the college knowledge of African American youth in the United States

African American youth are generally as likely as their peers from other racial and ethnic groups to aspire to earn a college degree; yet, in spite of their aspirations these students remain under-represented in college enrollment and graduation. Part of the disparity between these students’ aspirations and the realization of their goals may lie in their minimal college knowledge and nominal participation in postsecondary preparatory activities that have frequently been caused by the historic, and ongoing, systematic disenfranchisement of African Americans. During interviews, college students reflected on how similarly-aged family members, peers, co-workers, and parishioners assisted with various aspects of college preparation and enrollment. The community cultural wealth framework helps us understand the reason for, and importance of, this ‘lateral mentorship’ in the fulfillment of these students’ college aspirations. Consequently, educators and educational systems are challenged to be more responsive to the college preparatory needs of traditionally under-represented college-going populations.     

高校少数民族毕业生就业问题及对策研究——以西南民族大学为例

大学生就业问题近年来成为社会各界关注的热点问题,少数民族大学毕业生的就业问题因其既具有共性,又带有特性,更应成为关注的焦点。本文基于对西南民族大学少数民族毕业生就业问题的调研,发现当前成都地区高校少数民族毕业生一定程度存在热衷大城市就业,沟通能力相对不足,从事工作与所学专业不对口,易受到不公对待等就业问题。究其原因,我们认为与少数民族大学毕业生的传统择业观、汉语水平、学校的专业设置以及用人单位的不当认识有关。为此,本文提出政府应加大对少数民族大学毕业生就业的关注程度;学校应提高少数民族大学生的综合素质;社会应创造公平公正的就业环境;少数民族大学生应提升自身能力、转变择业观念等相关对策建议。     

基于心理应激理论的少数民族大学生就业研究

文章通过对广西5所高校的少数民族大学生就业情况进行调查分析,结果发现:少数民族大学生的就业心理应激源主要受到四个方面的影响,分别为社会因素、家庭因素、学校因素和个人因素;在相同的就业心理应激源上少数民族大学生与汉族大学生存在着差异.因此,对少数民族大学生进行就业指导时,应注意来自各方面的应激源,有针对性地进行指导.     

Racial segregation and the limits of international undergraduate student diversity

This study challenges the assertion that the influx of Asian international undergraduate students in universities across the United States creates richer educational and social environments. Drawing on qualitative research at a public university with a large number of Asian international students, this article examines how Asian American student leaders and their organization took on the difficult institutional task of actualizing the diversity of these new students in a racially segregated campus. We found that instead of viewing racial segregation practices as possibly tied to racial discrimination and privileges of normative whiteness, students expressed both support and resistance to Asian international students in race-neutral language of comfort and organizational differences that reflects the dominant ideology of colorblindness. We argue that any claims to the benefits of international student diversity must take serious account of colorblind racism and the experiences of racial marginalization and racial segregation among domestic minority and international students.     

An exploration of the relationships between student racial background and the school sub-contexts of office discipline referrals: a critical race theory analysis

A growing body of research indicates that exclusionary school discipline practices disproportionately impact students of color. Some scholars have theorized that racial disparities likely vary across school sub-contexts, as implicit bias in perceptions of student behavior may be more influential in locations where students and adults have weaker relationships (e.g. bathrooms and hallways, compared to the classroom). Guided by Critical Race Theory, this study used administrative data from a large urban school district (n = 20,166 discipline incidents, 9,170 students, and 185 schools) to consider the relationship between student race and the locations where youth are disciplined. Results indicate that Black, Latino/a, and Multiracial youth were no more likely than White students to have a discipline incident take place outside the classroom. These findings suggest attention is needed to the role of systemic bias and colorblind policies and practices in discipline disparities.     

Uncertain aspirations: Latino students and dropout in the United States

ABSTRACT

Latinos are one of the fastest growing and most racially diverse students in American schools. Driven by immigration, they account for more than 24% of the kindergarten to high school population. Despite their numbers, the achievement gap between Latinos and their non-Latino peers remains wide since they have the highest rate of dropout. Using data from the High School Longitudinal Study of 2009, we find that Latino students who attend more than one school during their academic career are more likely to dropout than those who do not. We also find lower rates of dropout among children of parents who stated that they did not have difficulties interacting with school administrators due to language barriers. With regards to migration, we do not find immigrant status to be significant in dropout – a noteworthy effect given the increases in raids and deportation by the Immigration and Customs Enforcement.     

Befriending the same differently: ethnic,socioeconomic status,and gender differences in same-ethnic friendship

This study examines same-ethnic friendship variation between students from different ethnic, socioeconomic, and gender groups. Hypotheses based on a theoretical framework of opportunities, preferences, and third-party influence are tested on data of 11,063 students in English, German, Dutch, and Swedish school classes. Using structural equation modelling, the results indicate that ethnic groups differ in absolute and relative same-ethnic friendship because of different meeting opportunities with same-ethnic peers in class and a different status in the ethnic hierarchy. Socioeconomic status groups differ in same-ethnic friendship because socioeconomic status sorts students into more or less diverse school classes but not consistently so across countries and groups. Little further evidence is found for a relation between socioeconomic status and same-ethnic friendship preferences. Lastly, boys and girls do not seem to differ much regarding same-ethnic friendship.     

当代少数民族大学生宗教信仰状况与思考--西北民族学院大学生宗教信仰调查

本文作者通过发放问卷、抽样调查、统计分析、理论探索等手法，对当代少数民族大学生的宗教信仰状况以及他们对宗教信仰的认识，参加宗教活动的情况，获取宗教知识的途径，对宗教政策和宗教现状的评价，所关心的宗教问题，对宗教与邪教、宗教与迷信的区别以及对待宗教与科学之间的关系等方面进行了较为深入的调查研究，由此总结出少数民族大学生宗教信仰的自身特点，并提出了存在的问题及解决的思路与方法。     

Exploring the intersection of transnationalism and critical race theory: a critical race analysis of international student experiences in the United States

International student mobility to the United States (US) has increased over the past two decades. Despite the increase in numbers, international students may experience racism, nativism, and other forms of discrimination within the US context. Much of the existing literature focus on how international students can assimilate and cope with these issues rather than interrogating the systems of oppression that create negative student experiences. Thus, we utilized critical race theory (CRT) as a framework for interrogating how international student experiences are portrayed in current literature. Although CRT is grounded in US-based legal theory, we argue that CRT must move beyond the rigid confinement within US borders and expand to consider how transnationalism and global exchange contributes to the fluidity and applicability of this theory. We also provide recommendations for critical race praxis, with an emphasis on implications for practice, theory, and future research.