Ident-i-me; Divers-u-see: Respecting race and culture through personal affirmation within group affiliation

Identity and Diversity are intertwined in unique ways. Their points of intersection are nuanced and unpredictable. Race, a significant label that embodies a set experiences, greatly influences how and in what ways we see ourselves, how others see us, and how we see others. It is a major factor of both our identity and diversity. What becomes complicated, controversial, and sometimes contemptuous is our inability to recognize that like identity, diversity is focused on the self as a primary starting point. We form internal understandings about who we are and the factors we believe are most crucial to our identity. and how we comprehend that which we define as different from us. Further, how each of us sees ourselves as individuals may or may not mirror how each of us sees ourselves as a member of a group. This holds that we may be members of a group that reflects certain sets of similar characteristics or values, but individually we reflect ideologies or characteristics that are not common to that group. How does this play out for people of color in a racialized society that has deliberately constructed unilateral definitions to categorize them? Whites are able to identify diversely as complex, multi-faceted individuals and as members of a collective. But racial stereotypes create the perception of people of color to be predictable and narrow in scope. The narrative is often pre-defined and relegated to a box that appeases the culture of power. The image that is the most amenable to prevailing value systems physically, socially, and culturally is the one most accepted and touted by the larger society. Pulling in the work of Cross, 1995, the presenter amplifies Black racial identity theory to illuminate the stages of “becoming “black. This is a launch pad for an interactive discussion of the assumptions that are attached to people of color and how people of color walk a fine line between individual expression of cultural identity, expectations of group affiliation, and social promotion and acceptance

Suitability Evaluation of Selected Wetland Soils in Nigeria for Rainfed Rice Cultivation

Thirty-eight wetland soils in four agro-ecological zones were evaluated for their suitability for rice (Oryza sativa L.) cultivation. The results indicated that climatic characteristics are near optimum. Currently, by non-parametric method, most (≥ 97%) of the pedons were found to be marginally suitable (S3). With the parametric method about 3% were highly suitable (S1), 74% marginally suitable (S3) and 23% not suitable (NS). Potentially by non-parametric method, 18% were of high (S1) and moderate (S2) suitabilities respectively, 58% were marginally suitable (S3) and 6% not suitable (NS). With parametric method, 24% were highly suitable (S1), 45 and 31% were of moderate (S2) and marginal (S3) suitabilities. The major limitations to rice cultivation on these soils are low CEC, organic carbon, exchangeable cations and available P, which may predispose rice plants to excessive Fe2+ uptake visually expressed as «bronzing » or «yellowing» symptoms. In this and similar environments in the region, good soil management is required before substantial improvement in rice production can be achieved

Animal Ecosystem Engineers Modulate the Diversity-Invasibility Relationship

Invasions of natural communities by non-indigenous species are currently rated as one of the most important global-scale threats to biodiversity. Biodiversity itself is known to reduce invasions and increase stability. Disturbances by ecosystem engineers affect the distribution, establishment, and abundance of species but this has been ignored in studies on diversity-invasibility relationships.We determined natural plant invasion into 46 plots varying in the number of plant species (1, 4, and 16) and plant functional groups (1, 2, 3, and 4) for three years beginning two years after the establishment of the Jena Experiment. We sampled subplots where earthworms were artificially added and others where earthworm abundance was reduced. We also performed a seed-dummy experiment to investigate the role of earthworms as secondary seed dispersers along a plant diversity gradient. Horizontal dispersal and burial of seed dummies were significantly reduced in subplots where earthworms were reduced in abundance. Seed dispersal by earthworms decreased with increasing plant species richness and presence of grasses but increased in presence of small herbs. These results suggest that dense vegetation inhibits the surface activity of earthworms. Further, there was a positive relationship between the number of earthworms and the number and diversity of invasive plants. Hence, earthworms decreased the stability of grassland communities against plant invasion.Invasibility decreased and stability increased with increasing plant diversity and, most remarkably, earthworms modulated the diversity-invasibility relationship. While the impacts of earthworms were unimportant in low diverse (low earthworm densities) and high diverse (high floral structural complexity) plant communities, earthworms decreased the stability of intermediate diverse plant communities against plant invasion. Overall, the results document that fundamental processes in plant communities like plant seed burial and invader establishment are modulated by soil fauna calling for closer cooperation between soil animal and plant ecologists

Binding the Burden of Blackness: Facing History to Redefine Ourselves

To restrain and tie up the effects of systemic racism, a greater understanding of how race has impacted black people is necessary both intra-racially and interracially. This presenter seeks to reflect on her own understandings as an African American woman and discusses relevant topics that characterize a “black experience” Her goal is to unpack her reality, incorporating theory with lived experience, and share it as a pathway to ignite a forum to propel more racial introspection, understanding, and cohesion. Audience engagement and feedback will be encouraged

Emerging Lenses: Perspectives of Parents of Black Students on School Success

Emerging Lenses: Perspectives of Parents of Black Students on School Success Carole R. Collins Ayanlaja Department of Educational Policy Studies University of Illinois at Chicago Chicago, Illinois (2011) Dissertation Chairperson: Dr. Ward Weldon This study highlighted the relationship parents have with their child’s schooling from the context of race, culture, social networks, and parents’ perceptions of social and cultural capital sources that are operative for their children. It focused on how race matters to parents, and acknowledged parents’ perspectives of how school reacts to them and their children. The study identified how parents view the practices in schools and to what degree school makes connections with parents to support students. The theory that guided the study emphasized social capital, networks, race and schooling. Stanton Salazar’s network analytic approach recognized the formation of supportive relationships as critical for the success of minority youth. Coleman’s, Intergenerational Closure, established the concept of networking among families to propel student success. Ogbu’s argument offered a compelling, counter explanation of Black American achievement. Literature on race, ethnicity, parent involvement, and student resilience informed the study. Several findings emerged from the study. Parents believed that their children experienced racism and that the school was uncommunicative. They perceived the school to lack an effective means for them to get information and become involved. Parents didn’t form strong networks with peer parents that transmitted school information. They had a sense of social capital, but didn’t use it to maximize advocacy and connections with school. The researcher offered recommendations for school personnel to create opportunities for school-family bonds and to support in- home involvement that complements family strengths. The study directed policy makers to develop neighborhood-enhancement programs and work with families to identify obstacles that prevented families from partnering with the school. The study suggests that students identify school and community advocates. Parents were advised to seek opportunities for involvement and monitor the progress of their adolescents. Further, they should communicate with schools to keep the academic needs of their children at the forefront, keep themselves informed about school practices, and leverage social capital to increase their influence upon schools