The mission of Faculty Against Rape (FAR) is to get more faculty involved in sexual assault issues on campus, and to protect faculty members who experience retaliation for doing so. Our name is a nod to the Feminist Alliance Against Rape (FAAR), the first national anti-rape organization established in 1974. To fulfill our mission, we provide
resources for faculty to best support survivors inside and outside the classroom tools, guidance, and support for faculty who want to get more involved in reform efforts on their campus tools, guidance, and support for faculty who are facing retaliation for fighting sexual violence on their campus.
America’s racial divide is older than the republic itself, a central fault line that has shaped the nation’s history. This month it has manifested itself in sometimes violent protests in Ferguson, Mo., after a police killing of an unarmed young black man. The resonance of that event is related to deeper racial fissures between blacks and whites; that divide is the reason that the events in Ferguson amount to something bigger than a local crime story.
What is the state of that larger divide? In what areas has there been meaningful progress toward shared prosperity over the last generation, and in what areas is America as polarized by race as ever — or even more so?
Across a broad range of economic and demographic indicators, the data paint a largely depressing picture. Five decades past the era of legal segregation, a chasm remains between black and white Americans – and in some important respects it’s as wide as ever.
“Black women experience significant delays in diagnosis and treatment [for cancer]. According to the C.D.C., even when they have similar insurance coverage, 20 percent of black women with an abnormal mammogram wait more than 60 days for a diagnosis, compared with 12 percent of white women. And 31 percent of black women wait 30 days to begin treatment, compared with 18 percent of white women.”
Check out this exciting national conference for faculty women of color on March 28-29, 2014:
The Faculty Women of Color in the Academy National Conference is a unique educational and professional opportunity for women of color scholars. With a theme of “Taking it to the Next Level,” the goal of the conference is to connect, empower, and support women as they pursue the next level of their career in the Academy.
As reported in InsideHighered.com, the College Board is reporting significant racial gaps in both the participation in AP courses and in students’ performance in those courses.
The College Board is releasing data today showing sustained growth over the last decade in the number of students taking Advanced Placement exams, with more than 1 million members of the high school class of 2013 taking AP exams.
That’s nearly double the 514,000 from the class of 2003.
The data also show a substantial increase in the number of low-income students taking AP exams — from 58,549 to 275,864 during that decade. As applicants to competitive colleges have added more and more AP courses to their high school schedules, the question of whether the program favors wealthier students has become a big one for the College Board, which has pushed to expand access to the courses.
The data also show, however, a more than doubling in the number of AP examinees who only achieve test scores of less than 3 on the exam. (Typically a score of three is the minimum required for college credit, and critics of the program have said that increases in the number of sub-3 scores suggest many students may not be gaining from the courses, a contention disputed by the College Board.) These figures grew from 182,429 to 395,925 during the last decade.
Likewise, the number of AP exams with scores of less than 3 also more than doubled, from 521,620 to 1,345,988.
The data also show significant gaps in participation rates and success rates (scores of 3 and higher) on the AP exams, by racial and ethnic group. White and Asian students are more likely to participate and to get good scores. Black students are much less likely to do so.
AP Participation and Success Rates by Race and Ethnicity
This week’s weather fiasco in Atlanta, which stranded thousands of commuters on glassy-slick roads and gridlocked the entire metro region for the better part of 24 hours, was caused by a freak snowstorm, they say. And this is true, in the same way it’s true to say the Civil War started because some guys in Charleston, S.C., started lobbing cannon balls at Fort Sumter. But the real problem in Atlanta isn’t snow; the real problem is history.
The case of Professor Gibney at MCTC in Minneapolis illustrates what happens to the teaching of mainstream research on racial oppression when colleges and universities frame their purpose with a business model:
“A white student may feel discomfort when it’s pointed out to him how he has benefited from structural racism, but to compare that discomfort to discrimination is a false equivalency. Hurt feelings hurt, but it is not oppression. But hurt feelings can be bad for business. And a lot of powerful people think colleges should act more like businesses. When they do, students act more like customers. And our likely customers might not be amicable to discussions about structural racism. If the customer is always right, then the majority share of customers is more right than the minority.”