Diversity Challenges in the CSU: One Union's Response
These documents and conference proceedings were presented at the 36th Annual Conference of the National Center for the Study of Collective Bargaining in Higher Education and the Professions, Academic Bargaining in an Era of Constraint, held April 19-21, 2009 in New York City.
The Education of Latino Lawyers: An Essay on Crop Cultivation
I am regularly asked why Latinos do not fare better in school and society, usually by well-meaning colleagues who are genuinely troubled by the problem. Having spent eight years in the Catholic seminary studying for the priesthood, I tend to be an optimist and put the best gloss on any problem. So, for all the years I have been writing about the education of Latinos, I have always taken the high road; I have variously relied upon the reservoir of goodwill in the majority, counted upon colleagues to follow their own institutional self-interest in seeking and graduating Hispanic students, and encouraged need-based aid programs because in any need-based aid program, Latinos, who constitute one of the most impoverished communities, will more likely participate. I have delivered dozens of lectures, usually during Hispanic Awareness Weeks or Cinco de Mayo celebrations, exhorting my people to do well and encouraging institutional leaders to help my people. But, like Reverend Leon Sullivan, who finally gave up on white South Africans, I have come to believe, reluctantly, that the majority of individuals in higher education and legal education do not think a problem exists, do not act as if a problem exists, or do not care about minority achievement. I say this knowing how sharply critical and pessimistic this will seem to many readers. However, I have come to believe that Anglo ra-
The Effect of Summarizing Strategy on Reading Comprehension of Iranian Intermediate EFL Learners
Reading comprehension plays a significant role in educational success. In spite of its importance, students still have difficulties in understanding texts. One solution to the problem of poor reading comprehension is the learning of reading strategies. The current study examined the effect of summarizing strategy on reading comprehension of Iranian intermediate EFL learners. Sixty-one students were selected and randomly divided into two control and experimental groups. The homogeneity of their proficiency level was established using a TOEFL proficiency test. All students in both groups participated in a reading comprehension test as pretest. The experimental group utilized summarizing strategy three times a week typically 45 minutes in duration for ten weeks. After each two week instruction, an immediate posttest was administered. At the end of the treatment, a post-test was administered to both groups. The findings of the study indicated that summarizing strategy has a significant effect on learners’ reading comprehension.