Not too long ago, psychology was a discipline dominated by white males. Change came slowly in the wake of the Civil Rights and Women’s Movements of the 1960s and ‘70s. But even before then, a few intrepid women of color entered the field of psychology and strove to change it (and the world) for the better.
Attachment parenting took a beating after the May 2012 issue of Time Magazine with its controversial cover picture of Jamie Lynne Grummet nursing her 3-year-old son. If the cover wasn’t inflammatory enough, the title, “Are You Mom Enough?” added further fuel to anti-attachment (aka anti-helicopter) parenting outrage. The implications of this cover story were that there’s something wrong with parents (especially mothers) who coddle their children or at least become too involved in their upbringing.
I’ve been honored to participate in the Education Directorate’s Education Leadership Conferences (ELC). I vividly recall reading the ELC materials sent prior to the first conference I attended. When I read the part about “making Hill visits” it stopped me short; I thought, “Huh, say what?” Surely I was misreading and they couldn’t actually be serious about “making Hill visits”, they were, and I did. What an amazing experience!
What teachers and administrators need is a clear and concise way to evaluate claims made about teaching and learning before teachers are asked to implement “research findings” in their classrooms.
According to the most recent data from American College Testing’s College Retention and Graduation Rates, 32% of all freshmen enrolled in American colleges and universities drop out before their sophomore year. The causes for this appalling statistic have been researched extensively, and they fall into four categories: poor academic preparation, inadequate financial support, lack of campus engagement, and low educational motivation.