Bending the Arc Toward Justice: 50 Years of Black Student Activism at USF

Opening Remarks by Adrienne Riley for the 50th Anniversary Event for University of San Francisco\u27s Black Student Union, November 9th, 2018

African American All Class Reunion

A Historical Reflection of the University of San Francisco\u27s African American Community and Experience from the African American All Class Reunion, held Sunday, October 20th, 2013

Quantitative Comparison of Novice and Veteran Teachers\u27 Cultural Beliefs

Poor scores on standardized tests on the part of African American students are a problem at an urban high school in the U.S. Midwest. A factor potentially contributing to this problem is that teachers\u27 cultural beliefs may not be well matched to those of students. This gap is important because cultural beliefs have an influence on the academic achievement of students. The cultural mismatch may be reduced as teachers gain experience with students\u27 cultures and diversity, but it is not known the extent to which experience is beneficial in the Midwest urban high school setting. The purpose of this quantitative cross-sectional survey study was to compare novice and veteran teachers\u27 cultural beliefs using the Cultural Awareness Belief Inventory (CABI). Bennett\u27s intercultural sensitivity developmental model was used as the framework to interpret findings. The overarching research question addressed the difference in cultural beliefs between novice and veteran teachers; there were 28 hypotheses referencing each item on the CABI survey. The sample drawn from a pool of volunteer teachers included 138 novice teachers with less than 5 years of experience and 261 veteran teachers with 5 or more years of experience. Mann Whitney U tests were employed as the inferential statistical test to compare differences between the two groups among 28 dependent variables. There was a significant difference in beliefs of novice and veteran teachers relating to classroom management but not in other areas. This study may promote social change by providing school leaders with the understanding that classroom management is associated with different cultural beliefs among novice and veteran teachers. Leaders can use study findings to develop a training program on cultural aspects of classroom management for novice teachers and in-service workshops to enhance cultural teaching practices for veteran teachers

Educational Services Center for Minority Students, Correspondence 1973

Correspondence between Adrienne Riley, Acting Director of Educational Services Center for Minority Students, Dr. Lloyd Luckmann, Dean of Colleges of Liberal Arts and Sciences, Dr. John Marshall, Vice President of Student Development, and William C. McInnes, S.J. President of USF. Includes pamphlet from program

ACMiner: Extraction and Analysis of Authorization Checks in Android's Middleware

Billions of users rely on the security of the Android platform to protect phones, tablets, and many different types of consumer electronics. While Android's permission model is well studied, the enforcement of the protection policy has received relatively little attention. Much of this enforcement is spread across system services, taking the form of hard-coded checks within their implementations. In this paper, we propose Authorization Check Miner (ACMiner), a framework for evaluating the correctness of Android's access control enforcement through consistency analysis of authorization checks. ACMiner combines program and text analysis techniques to generate a rich set of authorization checks, mines the corresponding protection policy for each service entry point, and uses association rule mining at a service granularity to identify inconsistencies that may correspond to vulnerabilities. We used ACMiner to study the AOSP version of Android 7.1.1 to identify 28 vulnerabilities relating to missing authorization checks. In doing so, we demonstrate ACMiner's ability to help domain experts process thousands of authorization checks scattered across millions of lines of code

The status of women: Conceptual and methodological issues in demographic studies

This paper explores several conceptual problems in social demographic studies of the status of women, including failure to recognize the multidimensionality of women's status and its variation across social “locations,” the confounding of gender and class stratification systems, and the confounding of access to resources with their control. Also discussed are some generic problems in the measurement of female status, such as the sensitivity of particular indicators to social context, and the need to select consistent comparisons when judging the extent of gender inequality.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/45651/1/11206_2005_Article_BF01115740.pd