Ogbu and the debate on educational achievement: an exploration of the links between education, migration, identity and belonging

This paper looks at some of the issues raised by Ogbu’s work in relation to the education of different minority ethnic groups. Ogbu poses questions such as the value attached to education, its links to the future and its measurable outcomes in terms of ‘success’ as experienced by black participants. The desire for better life chances leads families to consider migration to a new country or resettlement within the same country, thus making migration both a local and a global phenomenon. As an example, attention is drawn to the situation facing South Asian children and their families in the UK. In terms of ethnicity and belonging, the wider question that is significant for many countries in the West after ‘Nine-Eleven’ is the education of Muslim children. A consideration of this current situation throws Ogbu’s identification of ‘autonomous minority’ into question. It is argued that a greater understanding of diverse needs has to be accompanied by a concerted effort to confront racism and intolerance in schools and in society, thus enabling all communities to make a useful contribution and to avoid the ‘risk’ of failure and disenchantment

Direct Confirmation of the Asymmetry of the Cas A Supernova with Light Echoes

We report the first detection of asymmetry in a supernova (SN) photosphere based on SN light echo (LE) spectra of Cas A from the different perspectives of dust concentrations on its LE ellipsoid. New LEs are reported based on difference images, and optical spectra of these LEs are analyzed and compared. After properly accounting for the effects of finite dust-filament extent and inclination, we find one field where the He I and H alpha features are blueshifted by an additional ~4000 km/s relative to other spectra and to the spectra of the Type IIb SN 1993J. That same direction does not show any shift relative to other Cas A LE spectra in the Ca II near-infrared triplet feature. We compare the perspectives of the Cas A LE dust concentrations with recent three-dimensional modeling of the SN remnant (SNR) and note that the location having the blueshifted He I and H alpha features is roughly in the direction of an Fe-rich outflow and in the opposite direction of the motion of the compact object at the center of the SNR. We conclude that Cas A was an intrinsically asymmetric SN. Future LE spectroscopy of this object, and of other historical SNe, will provide additional insight into the connection of explosion mechanism to SN to SNR, as well as give crucial observational evidence regarding how stars explode.Comment: 13 pages, 7 figures, accepted for publication in Ap

HATS-6b: A Warm Saturn Transiting an Early M Dwarf Star, and a Set of Empirical Relations for Characterizing K and M Dwarf Planet Hosts

We report the discovery by the HATSouth survey of HATS-6b, an extrasolar planet transiting a V=15.2 mag, i=13.7 mag M1V star with a mass of 0.57 Msun and a radius of 0.57 Rsun. HATS-6b has a period of P = 3.3253 d, mass of Mp=0.32 Mjup, radius of Rp=1.00 Rjup, and zero-albedo equilibrium temperature of Teq=712.8+-5.1 K. HATS-6 is one of the lowest mass stars known to host a close-in gas giant planet, and its transits are among the deepest of any known transiting planet system. We discuss the follow-up opportunities afforded by this system, noting that despite the faintness of the host star, it is expected to have the highest K-band S/N transmission spectrum among known gas giant planets with Teq < 750 K. In order to characterize the star we present a new set of empirical relations between the density, radius, mass, bolometric magnitude, and V, J, H and K-band bolometric corrections for main sequence stars with M < 0.80 Msun, or spectral types later than K5. These relations are calibrated using eclipsing binary components as well as members of resolved binary systems. We account for intrinsic scatter in the relations in a self-consistent manner. We show that from the transit-based stellar density alone it is possible to measure the mass and radius of a ~0.6 Msun star to ~7% and ~2% precision, respectively. Incorporating additional information, such as the V-K color, or an absolute magnitude, allows the precision to be improved by up to a factor of two.Comment: 21 pages, 11 figures, 10 tables. Submitted to AJ. Data available at http://hatsouth.org Code implementing empirical model available at http://www.astro.princeton.edu/~jhartman/kmdwarfparam.htm

Multilingual gendered identities: female undergraduate students in London talk about heritage languages

In this paper I explore how a group of female university students, mostly British Asian and in their late teens and early twenties, perform femininities in talk about heritage languages. I argue that analysis of this talk reveals ways in which the participants enact ‘culturally intelligible’ gendered subject positions. This frequently involves negotiating the norms of ‘heteronormativity’, constituting femininity in terms of marriage, motherhood and maintenance of heritage culture and language, and ‘girl power’, constituting femininity in terms of youth, sassiness, glamour and individualism. For these young women, I ask whether higher education can become a site in which they have the opportunities to explore these identifications and examine other ways of imagining the self and what their stories suggest about ‘doing being’ a young British Asian woman in London

Language support for immigrant children: a study of state schools in the UK and US

In recent decades, immigrants, refugees and asylum seekers have sought a new way of life in large numbers, often leaving their countries of origin behind in search of places that offer a better way of life. The purpose of this study was to investigate how elementary and middle school students in state schools in Reading, England (primarily speakers of Asian languages), and Richmond, Virginia (primarily speakers of Spanish), were supported academically, when most children’s first language was not English. The authors were interested in exploring whether or not there were cultural or structural differences in the way each country helped or hindered these students as they progressed through the school systems. Three UK schools in a district of approximately 100,000 and three US schools in a district of approximately 250,000 were the focus of this exploration from 2000 to 2003. Findings indicated that there were cultural and legislative differences and similarities. Teachers and administrators in both countries attempted to provide services with limited and sometimes diminishing resources. Community support varied based on resources, attitudes toward various ethnic groups, and the coping strategies adopted by these groups in their new environments. Marked differences appeared with regard to the manner in which assessments took place and how the results were made available to the public