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Hidden Failures: Mass Incarceration, U.S. Prisons, and its Effect on Reentry and Recidivism
No full textIn the United States, mass incarceration has become a controversial issue. In fact, it impacts more than 2 million people. Growing up in the Northside of Houston, I knew incarceration was no stranger to my community. I wondered what it was about the prison system that kept individuals returning to it. I aim to examine the history of incarceration, the sociology of who is incarcerated and why, the prisons as a system, and the fraught process of reentering society. Through a review of the literature, I also want to explore a gap in the literature regarding studies about prison life. By doing so, I can guide the reader through different aspects of incarceration to the realization that prisons are not only criminogenic, but deeply intertwined with racism, which explains why the United States has the highest recidivism rates. I conclude by suggesting policy changes and alternatives to prisons to help rehabilitate inmates
The Effect of Technological Advancements on the Racial Wage Gap Senior Integrative Exercise
No full textTechnological change is inevitable, and as technology advances, more jobs will be replaced by technology. In this paper, I used an OLS regression to see whether certain racial groups have their wages affected by these changes in technology more than others. Using the probability of job computerization for individuals, I looked at how working in highly replaceable jobs affected workers’ wages, and how the distribution of jobs across those probabilities differed by race. I found that as technology improves, we are likely to see a widening of the racial wage gap for two main reasons: the number of highly replaceable jobs that are worked by Black and Hispanic Americans, and the effect of working in a highly replaceable job on different races
Overturning Roe v. Wade: Economic Implications of Abortion Access on Women
No full textThe Supreme Court’s decision to deny women the constitutional right to abortion will negatively affect women and families’ economic security, particularly for those living in states that have enacted laws restricting abortion . Economists and policymakers are both very interested in the causal effects of abortion access on the economic lives of women and their families, particularly how overturning Roe v. Wade impacts women’s ability to participate equally in the economic and social life of the country. Through isolating the effects of abortion access on women’s education and employment, and ultimately on their earnings, current empirical works have shown support for, and reinforcement of theoretical frameworks laid forth by Gary Becker, Michel Budig and Paula England. That is, existing literature generally asserts positive causal relations between access to abortion and economic outcomes on women, as per the speculation in Fertility theory, Human Capital Theory, and the Motherhood Penalty Theory. The decision to overturn Roe will negatively affect the economic well-being of women and hinder their ability to engage equally in national matters as more women who face unplanned motherhood will be forced to reduce labor force participation and investment on education so as to focus their time on raising the children. National policymakers must take legislative and administrative action to mitigate these harms and preserve access to abortion care
Beyond Learning Styles: Applying Cognitive Science in the Classroom
No full textTeaching based on students’ learning styles has caught on as a way to cater to individual differences and increase student performance (Pashler et al., 2008; Robinson et al., 2022; Scott, 2010). However, these claims are unfounded; the psychometric properties of many popular learning styles assessments are lacking both validity and reliability, and there is limited experimental evidence that teaching to an individual learning style improves student performance (Cuevas, 2015; Pashler et al., 2008). Despite this, the belief that students should learn based on their individual learning style persists. This literature review examines some of the possible reasons why this belief lives on, and also provides alternative cognitive-based principles that have been empirically demonstrated to increase student performance. It concludes that focus should be shifted away from debunking the learning styles myth and toward helping educators more easily incorporate empirically-backed principles such as interleaving, spaced practice, and retrieval practice, into their classrooms
#Academic: The Legal Struggle to Apply Academic Freedom and Freedom of Speech to Digital Scholarship
No full textBetween Meals
No full textWe are constantly learning as people. Learning about the world, about others, about ourselves. “Between Meals” explores the colliding and overlapping of ever-changing identities and mindsets, and the incongruences that make us human. Through the theme of food, I have been able to express the confusing and constant thoughts that have run rampant through my mind for many years and through many seasons. I hope readers who have dealt and are dealing with mental health problems can read this collection with some reflection on their own lives, and are able to learn that while time does not necessarily heal all wounds, it can help us accept ourselves as we are
Negotiating Worlds: The Reconstruction of Racial Identity in the Twin Cities\u27 Somali Diasporic Community
No full textThis paper examines identity formation among the 1.5 and second generations of the Somali diasporic community of the Twin Cities. I argue that these younger generational cohorts develop identities distinct from and in relation to the first generation, other minority communities -- especially African-Americans -- and the white majority. Drawing upon a series of semi-structured, in-depth interviews, I assess how these identities are particularly derived from differentiated engagements with, and experiences and performances of, racialization and language. I emphasize the multiplicity of imagined communities which the 1.5 and second generations concurrently pursue membership in, including native Somali, local African-American, and white-dominated American institutions. I demonstrate what their partial membership in each of these communities looks like, including how it is achieved and how they are simultaneously rejected from becoming full members in any imagined community. These observations take on unique relevance in the backdrop of the murder of George Floyd in South Minneapolis in May 2020, an event which brought racial discourse to the fore in the city’s Somali community and has engendered newfound assertions of Blackness among the 1.5 and second generations of the diaspora
