Documenting the adverse impact of resume screening: degree of ethnic identification matters

We investigated adverse impact of resume screening taking into account the intersectionality of minority characteristics. A correspondence audit test showed hiring discrimination depended on the strength of applicants’ ethnic identification. The odds for rejection were 4-6 times higher for resumes with ethnic minority identifiers (Arab names; Arab affiliations) when compared to ethnic majority identifiers (Dutch names; Dutch affiliations). Sex moderated the ethnicity effect but the particular effect (ethnic prominence; double jeopardy against females or males) depended on the type and degree of ethnic identification, lending support for a within-category approach to study ethnic prejudice. The four-fifths rule resulted in similar findings. Theoretical implications regarding the intersectional effects of minority characteristics and practical implications regarding ways to avert adverse impact during resume-screening are discussed

Lost Classroom, Lost Community: Catholic Schools’ Importance in Urban America by Margaret F. Brinig and Nicole Stelle Garnett. Chicago: University of Chicago Press, 2014. 202 pp., $48.00.

In Lost Classroom, Lost Community: Catholic Schools’ Importance in Urban America, Margaret F. Brinig and Nicole Stelle Garnett set out to understand how the precipitous loss of urban Catholic schools over the past several decades has affected the social order and social cohesion of the neighborhoods in which these schools once served as community anchors. Fittingly, they begin their exploration with a history of Catholic schools in the United States, from their fledgling and contested beginnings in the nineteenth century to their height in the mid- to late twentieth century. In this condensed but informative historical account, Brinig and Garnett rightly conclude that much of the development of Catholic schools relied on an unsustainable model of a mission-based American Catholic Church aiming to educate ethnic Europeans in Catholic schools staffed by legions of religious sisters who taught for little to, at times, no salary

The unrealized potential of technology in selection assessment = El potencial de la tecnología no empleado en la evaluación de la selección

Technological advances in assessment have radically changed the landscape of employee selection. This paper focuses on three areas where the promise of those technological changes remains undelivered. First, while new ways of measuring constructs are being implemented, new constructs are not being assessed, nor is it always clear what constructs the new ways are measuring. Second, while technology in assessment leads to much greater efficiency, there are also untested assumptions about effectiveness and fairness. There is little consideration of potential negative byproducts of contextual enhancement, removing human judges, and collecting more data. Third, there has been insufficient consideration of the changed nature of work due to technology when assessing candidates. Virtuality, contingent work arrangements, automation, transparency, and globalization should all be having greater impact on selection assessment design. A critique of the current state of affairs is offered and illustrations of future directions with regard to each aspect is provided

Developing Horizontal Expertise with Professional Learning Communities in Social Studies Teacher Preparation

As teacher education programs become increasingly organized around accreditation and licensure standards, finding opportunities to be responsive to teacher candidates\u27 needs and interests has become more difficult. This paper traces the evolution of a professional learning community for secondary social studies teacher candidates as a key feature of one teacher education program and analyzes the collaborative projects designed for the purpose of developing horizontal expertise. We find that professional learning communities can serve as dynamic spaces to co-construct learning experiences with candidates in ways that prepare them for future professional learning as practicing social studies teachers

Conserving the American Man: Gender, Eugenics and Education in the Civilian Conservation Corps

The Civilian Conservation Corps (CCC) was a novel United States federal education programme that enrolled nearly three million men during the 1930s and early 1940s. This public work relief programme provides a case study of the ways that masculine, eugenicist ideas concerning public education evolved from the Progressive Era through the Great Depression. This educational philosophy was espoused by a small group of men – some educators, some not – who sought to remedy what they saw as the failures of public schooling, namely its overly feminine nature. Through an analysis of their public writings and the images that were used to advertise the CCC, we examine the programme’s vision of education for white working-class men intended to help rebuild the United States following the Great Depression. Our exploration of these ideas provides an important bridge between the educational theories of the Progressive and the Post-Second World War eras

Developing Horizontal Expertise with Professional Learning Communities in Social Studies Teacher Preparation

As teacher education programs become increasingly organized around accreditation and licensure standards, finding opportunities to be responsive to teacher candidates\u27 needs and interests has become more difficult. This paper traces the evolution of a professional learning community for secondary social studies teacher candidates as a key feature of one teacher education program and analyzes the collaborative projects designed for the purpose of developing horizontal expertise. We find that professional learning communities can serve as dynamic spaces to co-construct learning experiences with candidates in ways that prepare them for future professional learning as practicing social studies teachers