Resegregation Processes in Desegregated Schools and Status Relationships for Hispanic Students

The resegregation of students in desegregated elementary schools generates potential barriers to social integration and academic achievement. WE are interested in the role of greater status inequality in reducing academic achievement for minority students. We generate multiple measures of internal schooling processes such as ability grouping, high stakes testing, and unequal burdens of busing across racial ethnic groups at ten desegregated elementary schools in California selected as case studies from a larger sample of 182 schools. Hispanic student enrollments ranged from 10 percent to 53 percent of each campus and we assess variations in resegregation practices and student and campus demographics characteristics to predict variations in student outcomes. Focusing on status relations theories, we find that Hispanic and Anglo students attending schools with greater internal resegregation processes were significantly more likely to display higher status inequalities

Globalization and empire

This paper describes how the forces of the United States Empire are key elements in describing the most recent process of globalization. Empires have always been the key actors in the waves of globalization throughout history. The Empire of the United States of America is not an exception to this history. Military, economic, cultural, and political integration and control from an imperial center are key elements in understanding the forces of globalization in the past and today. This paper describes these forces of globalization as they pertain to the largest and most powerful empire in world history

The Desegregated School and Status Relationships among Anglo and Hispanic Students

Desgregated elementary school students display verbal and non-verbal indicators of status relationships in a structured, videotaped interaction game. Both Hispanic and Anglo third grade student responses are analyzed across ten schools for a case study of factors that influence racial/ethnic integration outcomes. Variance in student outcomes are primarily explained by socioeconomic dimensions of the schools. These findings suggest that school desegregation poses a contradiction for Hispanic students

Controlling Crimes of Empire

The author calls upon criminologists to consider the crimes of states committed within their own territories, but also the crimes of empires, which constitute the greatest crimes outside their territories. However, criminology has only recently begun to discuss crimes in the context of empire. When the many forms of U.S. crimes are conceptualized as crimes of empire, then criminologists must consider how to resist and/or control such criminal behaviors. The author argues that this first requires recognizing the centrality of the concept of empire and making the case for national and international controls of the crimes that stem from it