Despite The Best Intentions

On the surface, Riverview High School looks like the post-racial ideal. Serving an enviably affluent, diverse, and liberal district, the school is well-funded, its teachers are well-trained, and many of its students are high achieving. Yet Riverview has not escaped the same unrelenting question that plagues schools throughout America: why is it that even when all of the circumstances seem right, black and Latino students continue to lag behind their peers? Through five years' worth of interviews and data-gathering at Riverview, John Diamond and Amanda Lewis have created a rich and disturbing portrait of the achievement gap that persists more than fifty years after the formal dismantling of segregation. As students progress from elementary school to middle school to high school, their level of academic achievement increasingly tracks along racial lines, with white and Asian students maintaining higher GPAs and standardized testing scores, taking more advanced classes, and attaining better college admission results than their black and Latino counterparts. Most research to date has focused on the role of poverty, family stability, and other external influences in explaining poor performance at school, especially in urban contexts. Diamond and Lewis instead situate their research in a suburban school, and look at what factors within the school itself could be causing the disparity. Most crucially, they challenge many common explanations of the 'racial achievement gap,' exploring what race actually means in this situation, and why it matters. An in-depth study with far-reaching consequences, Despite the Best Intentions revolutionizes our understanding of both the knotty problem of academic disparities and the larger question of the color line in American society.

On the surface, Riverview High School looks like the post-racial ideal. Serving an enviably affluent and diverse district, the school is well-funded, its teachers are well-trained, and many of its students are high-achieving. Yet Riverview has not escaped the same question that plagues schools throughout America: why is it that even when all of the circumstances seem right, black and Latina/o students continue to lag behind their peers? The authors present their study of how the racial achievement gap continues to afflict American schools more than fifty years after the formal dismantling of segregation. Their book addresses both the knotty problem of academic disparities and the larger question of the color line in American society.

For more than thirty-five years, Thomas W. Dichter has worked in the field of international development, managing and evaluating projects for nongovernmental organizations, directing a Peace Corps country program, and serving as a consultant for such agencies as USAID, UNDP, and the World Bank. On the basis of this extensive and varied experience, he has become an outspoken critic of what he terms the "international poverty alleviation industry." He believes that efforts to reduce world poverty have been well-intentioned but largely ineffective. On the whole, the development industry has failed to serve the needs of the people it has sought to help. To make his case, Dichter reviews the major trends in development assistance from the 1960s through the 1990s, illustrating his analysis with eighteen short stories based on his own experiences in the field. The analytic chapters are thus grounded in the daily life of development workers as described in the stories. Dichter shows how development organizations have often become caught up in their own self-perpetuation and in public relations efforts designed to create an illusion of effectiveness. Tracing the evolution of the role of money (as opposed to ideas) in development assistance, he suggests how financial imperatives have reinforced the tendency to sponsor time-bound projects, creating a dependency among aid recipients. He also examines the rise of careerism and increased bureaucratization in the industry, arguing that assistance efforts have become disconnected from important lessons learned on the ground. In the end, Dichter calls for a more light-handed and artful approach to development assistance, with fewer agencies andexperts involved. His stance is pragmatic, rather than ideological or political. What matters, he says, is what works, and the current practices of the development industry are simply not effective.

Empower black boys to dream, believe, achieve Schools that routinely fail Black boys are not extraordinary. In fact, they are all-too ordinary. If we are to succeed in positively shifting outcomes for Black boys and young men, we must first change the way school is “done.” That’s where the eight in ten teachers who are White women fit in . . . and this urgently needed resource is written specifically for them as a way to help them understand, respect and connect with all of their students. So much more than a call to call to action—but that, too!—The Guide for White Women Who Teach Black Boys brings together research, activities, personal stories, and video interviews to help us all embrace the deep realities and thrilling potential of this crucial American task. With Eddie, Ali, and Marguerite as your mentors, you will learn how to: Develop learning environments that help Black boys feel a sense of belonging, nurturance, challenge, and love at school Change school culture so that Black boys can show up in the wholeness of their selves Overcome your unconscious bias and forge authentic connections with your Black male students If you are a teacher who is afraid to talk about race, that’s okay. Fear is a normal human emotion and racial competence is a skill that can be learned. We promise that reading this extraordinary guide will be a life-changing first step forward . . . for both you and the students you serve. About the Authors Dr. Eddie Moore, Jr., has pursued and achieved success in academia, business, diversity, leadership, and community service. In 1996, he started America & MOORE, LLC to provide comprehensive diversity, privilege, and leadership trainings/workshops. Dr. Moore is recognized as one of the nation’s top motivational speakers and educators, especially for his work with students K–16. Dr. Moore is the Founder/Program Director for the White Privilege Conference, one of the top national and international conferences for participants who want to move beyond dialogue and into action around issues of diversity, power, privilege, and leadership. Ali Michael, Ph.D., is the co-founder and director of the Race Institute for K–12 Educators, and the author of Raising Race Questions: Whiteness, Inquiry, and Education, winner of the 2017 Society of Professors of Education Outstanding Book Award. She is co-editor of the bestselling Everyday White People Confront Racial and Social Injustice and sits on the editorial board of the journal, Whiteness and Education. Dr. Michael teaches in the mid-career doctoral program at the University of Pennsylvania’s Graduate School of Education, as well as the Graduate Counseling Program at Arcadia University. Dr. Marguerite W. Penick-Parks currently serves as Chair of Educational Leadership and Policy at the University of Wisconsin, Oshkosh. Her work centers on issues of power, privilege, and oppression in relationship to issues of curriculum with a special emphasis on the incorporation of quality literature in K–12 classrooms. She appears in the movie, “Mirrors of Privilege: Making Whiteness Visible,” by the World Trust Organization. Her most recent work includes a joint article on creating safe spaces for discussing White privilege with preservice teachers.

Something is going wrong on many college campuses in the last few years. Rates of anxiety, depression, and suicide are rising. Speakers are shouted down. Students and professors say they are walking on eggshells and afraid to speak honestly. How did this happen? First Amendment expert Greg Lukianoff and social psychologist Jonathan Haidt show how the new problems on campus have their origins in three terrible ideas that have become increasingly woven into American childhood and education: what doesn’t kill you makes you weaker; always trust your feelings; and life is a battle between good people and evil people. These three Great Untruths are incompatible with basic psychological principles, as well as ancient wisdom from many cultures. They interfere with healthy development. Anyone who embraces these untruths—and the resulting culture of safetyism—is less likely to become an autonomous adult able to navigate the bumpy road of life. Lukianoff and Haidt investigate the many social trends that have intersected to produce these untruths. They situate the conflicts on campus in the context of America’s rapidly rising political polarization, including a rise in hate crimes and off-campus provocation. They explore changes in childhood including the rise of fearful parenting, the decline of unsupervised play, and the new world of social media that has engulfed teenagers in the last decade. This is a book for anyone who is confused by what is happening on college campuses today, or has children, or is concerned about the growing inability of Americans to live, work, and cooperate across party lines.

THE USA TODAY BESTSELLER Heather Webber's Midnight at the Blackbird Cafe is a captivating blend of magical realism, heartwarming romance, and small-town Southern charm. Nestled in the mountain shadows of Alabama lies the little town of Wicklow. It is here that Anna Kate has returned to bury her beloved Granny Zee, owner of the Blackbird Café. It was supposed to be a quick trip to close the café and settle her grandmother’s estate, but despite her best intentions to avoid forming ties or even getting to know her father’s side of the family, Anna Kate finds herself inexplicably drawn to the quirky Southern town her mother ran away from so many years ago, and the mysterious blackbird pie everybody can’t stop talking about. As the truth about her past slowly becomes clear, Anna Kate will need to decide if this lone blackbird will finally be able to take her broken wings and fly. At the Publisher's request, this title is being sold without Digital Rights Management Software (DRM) applied.

From the acclaimed author of Waiting to Surface comes a page-turning novel about four college friends whose reunion reawakens old desires and grudges—with fatal results. What happens when you think you know the person you love—and you’re dead wrong? Thirty-nine-year-old Lisa Barkley looks over at her sleeping husband, Sam, and can’t help but feel that their fifteen-year marriage is in a funk that she isn’t able to place. She tells herself that the strain must be due to their mounting financial pressures. With two daughters about to start another year at an elite Upper East Side private school and her own career hitting a wall, the effort of trying to stay afloat in their privileged world is increasingly difficult. But when she listens to Sam’s voicemail and hears a whispered phone call from a woman he is to meet that night, she begins to suspect he is having an affair. Lisa’s best friend, Deirdre, claims it can’t be true. But how can Lisa fully trust her opinion when Deirdre is mired in her own obsessive affair? When Deirdre’s former college flame, Jack, comes to town and the two couples meet to celebrate his fortieth birthday, the stage is set for an explosive series of discoveries with devastating results. Filled with suspense and provocative questions about the relationships we value most, Best Intentions is a tightly woven drama of love, friendship and betrayal.

Compelling letters by real life parents and children beneficiaries illustrate the major concepts in estate planning. While most estate planning books focus on the "how to" format of reducing tax liability, this collection of letters and stories from real life people emphasizes the more human aspects, including people's desires and goals for future generations.