. No matter how tightly they clung to the surrogate mothers, however, the monkeys remained psychologically abnormal.

can adversely effect your study habits

. she got a B in physics before she came. She took physics again ... she did her problems, got everything [in], and got a D on her exam

I decided to go see a counselor because I wanted to do pre-med and I wanted to make sure I was on the right track.... [The counselor] was very discouraging ... not supportive at all. She finally said, "Well, I don't think that you should take all of those classes. You're not gonna be able to do that.".... I personally thought [she discouraged me] was because I was African American.

She's like, "Oh, I should have locked the door. My purse is in there." I was just [thinking to myself], wow ...

fathom

And, I'll notice they'll make some [study] groups [and-] maybe you'll be the last one aske

Then you [won't] say, "Maybe I'm stupid! Maybe I don't understand what's going on.

... I was doing really well in the class, like math is one of my strong suits.... We took a first quiz ... and I got like a 95 ... he [the professor] was like, "Come into my office. We need to talk," and I was like, "Okay." I just really knew I was gonna be [told], "great job," but he [said]], "We think you've cheated... We just don't know, so we think we're gonna make you [take the exam] again." ... And [then] I took it with just the GSI [graduate student instructor] in the room, and just myself, and I got a 98 on the exam.

Third, we describe the counter-spaces African American students create to challenge the racial microaggressions they face

: (a) the inclusion of students, faculty, and administrators of color; (b) a curriculum that reflects the historical and contemporary experiences of people of color; (c) programs to support the recruitment, retention and graduation of students of color; and (d) a college/university mission that reinforces the institution's commitment to pluralism.

We argue specifically that stereotype threat can affect the high-stakes game of college academic achievement in particula

Their research found that when African American college students were prompted to indicate their race before taking a Graduate Record Examination (GRE), their tests scores were significantly lower than when they were not prompted to note their race. Steele and Aronson described this phenomenon as "stereotype threat"

Black students' abilities to- achieve high scores on standardized tests widely believed to measure aptitude or intelligence.

covert color bars have been, in a certain sense, even more insidious [emphasis in original]

the production of knowledge

Two moments of such prejudices stand out in my mind

convoluted

A blister forms

teachers should tell children to “respond to tricky words by first reading through the word, sound-by-sound, (or part by part) and only then, after producing a possible pronunciation, check that what she’s produced makes sense given the context,” it reads.

about-face on cueing

three different sources of information, or cues

Teachers College Reading and Writing Project

Lucy Calkins

. Decades of cognitive science research has shown that providing children with explicit instruction in speech sounds and their correspondence to written letters is the most effective way to make sure they learn how to read words.

She thinks the students who learned three cueing were actually harmed by the approach. "I did lasting damage to these kids. It was so hard to ever get them to stop looking at a picture to guess what a word would be. It was so hard to ever get them to slow down and sound a word out because they had had this experience of knowing that you predict what you read before you read it."

"My dog likes to lick his bone.

arguing that balanced literacy could be used in tandem with robust efforts in spelling and phonics

meaning-based instruction may have a greater effect on reading comprehension than skills-based instruction.

subjective

impetus

In practice, what should be an “and” becomes an “or” when it comes to research-based approaches.

Last year’s NAEP scores continued a lackluster streak and set off a predictable bout of handwringing. This time, it was reading instruction — or, more precisely, our national pandemic of ineffective reading instruction — catching the flak. In response, the Council of Chief State School Officers held a summit on reading last month, and the media is starting to pay attention. It’s certainly better than nothing. Yet when a National Council on Teacher Quality study found that about half of the nation’s teacher preparation programs are teaching reading instruction based on science, it was received as great news. Indeed, it was progress — only about a third did in 2013. Still, some analysts, at least the cranky ones, wondered how half was in any way really good news. Half? It’s a disaster for millions of kids. Given the long, tortuous history on this issue, we might pause to ask whether some articles and meetings are really going to get at the core problem. And we might ask whether we even have the core problem correctly defined. Our reading problem and how we approach it is broadly illustrative of a confusion that often pervades education reform efforts: We conflate problems of education politics with problems of educational craft.