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The twenty-one scholars whose obituaries are published in this book were Fellows of the British Academy (FBA) and were outstanding in their fields. The Fellows remembered for their academic achievements and leadership are: Elizabeth Anscombe, Anthony Baines, Charles Boxer, Kenneth Cameron, Francis Carsten, John Chadwick, Donald Coleman, Robert Cook, Terry Coppock, Francis Haskell, Martin Hollis, John Kent, Stephan Körner, Donald McKenzie, Kathleen Major, Michael Roberts, Robert Robins, Alan Tyson, John Varey, Glanville Williams and Vincent Wright. Also included is a chapter on James Bryce, President of the British Academy 1913–17.

The eighteen scholars whose obituaries are published in this book were Fellows of the British Academy (FBA) and were outstanding in their fields. The Fellows remembered for their academic achievements and leadership are: Frank Barlow, John Arundel Barnes, Gerald Allen Cohen, Herbert Edward John Cowdrey, Ralf Gustav Dahrendorf, Robert Arthur Donkin, Simon Frederick Peter Halliday, Arthur Thomas Hatto, Leszek Kolakowski, Peter Hugh Jefferd Lloyd-Jones, Douglas Maurice MacDowell, Michael Isaac Podro, Peter Edward Lionel Russell, Maurice FitzGerald Scott, Peter Brereton Townsend, Frank William Walbank, Michael Williams and Donald John Wiseman.

How should you live? Should you devote yourself to perfecting a single talent or try to live a balanced life? Should you lighten up and have more fun, or buckle down and try to achieve greatness? Should you try to be a better friend? Should you be self-critical or self-accepting? And how should you decide among the possibilities open to you? Should you consult experts, listen to your parents, or should you do lots of research? Should you make lists of pros and cons, or go with your gut? These are not questions that can be answered in general or in the abstract. Rather, these questions are addressed to the first person point of view, to the perspective each of us occupies when we reflect on how to live without knowing exactly what we're aiming for. To answer them, this book focuses on the process of living one's life from the inside, rather than on defining goals from the outside. Drawing on traditional philosophical sources as well as literature and recent work in social psychology, this book argues that to live well, we need to develop reflective wisdom: to care about things that will sustain us and give us good experiences, to have perspective on our successes and failures, and to be moderately self-aware and cautiously optimistic about human nature. Further, we need to know when to think about our values, character, and choices, and when not to. A crucial part of wisdom, the book maintains, is being able to shift perspectives: to be self-critical; to be realistic; to examine life when reflection is appropriate, but not when we should lose ourselves in experience.

An all-too-popular explanation for why black students aren't doing better in school is their own use of the “acting white” slur to ridicule fellow blacks for taking advanced classes, doing schoolwork, and striving to earn high grades. Carefully reconsidering how and why black students have come to equate school success with whiteness, this book argues that when students understand race to be connected with achievement, it is a powerful lesson conveyed by schools, not their peers. Drawing on over ten years of ethnographic research, the book shows how equating school success with “acting white” arose in the aftermath of Brown v. Board of Education through the practice of curriculum tracking, which separates students for instruction, ostensibly by ability and prior achievement. Only in very specific circumstances, when black students are drastically underrepresented in advanced and gifted classes, do anxieties about “the burden of acting white” emerge. Racialized tracking continues to define the typical American secondary school, but it goes unremarked, except by the young people who experience its costs and consequences daily. The narratives in this book throw light on the complex relationships underlying school behaviors and convincingly demonstrate that the problem lies not with students, but instead with how America organizes its schools.

School social work enters its 2nd century as a profession still conflicted about its central mission. Are school social workers meant to be “in-house” clinicians providing services to kids in need, or are they meant to be involved in program development to enhance the social and emotional learning of all students in a school? How much time should they devote to serving whole families, or consulting with teachers? Whatever school social workers claim to do in their schools, it’s clear that they are going to have to prove that they are effective doing it. The demands of federal legislation and state requirements for certification are making it increasingly necessary that school social workers demonstrate that they are highly qualified school-based mental health and social service professionals who can demonstrate outcomes that impact school “bottom line” issues like student achievement, attendance, and behavior. Rather than recoil from this pressure, school social workers can utilize the skills of evidence based practice (EBP) to help them enhance both their effectiveness and their knowledge of interventions that work to help students, teachers, parents, and staff in school contexts. This book demonstrates how EBP can be integrated into school social worker’s daily practice, advancing the debate about where social workers can and should intervene, and how to do so effectively. Highlighting primary clinical issues, family problems, and school-wide needs faced by school social workers, helps practitioners make the best use of evidence to be flexible, effective advocates at all levels of practice.

Providing an interdisciplinary and global perspective on immigration to the United States, this book represents an important step forward in the development of immigration studies. The book aims to help redirect thinking on the subject of immigration by giving a summary of the current state of immigration studies and a coherent new perspective that emphasizes the international dimensions of the immigrant experience from the time of the slave trade to present-day movements of Asian and Latin American peoples. This book challenges ethnocentric American or European perspectives on immigration, disputes the classical assimilation model of a linear progression of immigrant cultures toward a dominant American national character, questions human capital theory as an explanation of ethnic group achievement, reveals conflicting ethnic and racial attitudes toward immigration restriction, and examines the revival of interest in oral history, immigrant autobiographies, and other subjective documents.

Taking Charge is the first empirically tested program of its kind, designed specifically to improve academic achievement and self-sufficiency for adolescent and teenage mothers, who face increased risk of dropping out and experiencing poverty. This eight-session, in-school group-intervention uses cognitive-behavioral principles to bolster life skills such as focusing on action, setting goals, solving problems, and coping. The message embedded in the curriculum is one of self-efficacy and self-confidence, drawing on young women's strengths and teaching them how to manage the challenges of school, relationships, parenting, and employment. A treatment manual with detailed guidelines for establishing and leading a culturally diverse group, this guide also reviews the successful results of three school-based trials of the program, illustrated with vignettes and containing the handouts and materials necessary to implement the program.

This book provides the first detailed scholarly study of culture and sociability in Colombia during the period c.1850 and 1930. It gives a vivid picture of some of the factors that reduced social distances in the province of Antioquia during this period of relative harmony and prosperity. It examines hundreds of groups and voluntary associations that flourished at this time and that brought a growing number of Antioqueños of different social backgrounds together around religious practices and societies, the exercising of charity, a concern for education, and the pursuit of cultural progress. It describes the crucial role played by religion and the Catholic Church, which underwent considerable growth after the turbulent period of mid-19th century liberal reforms until the end of the conservative era in 1930, and traces the progress of parishes, devotional associations, religious communities, private and public religiosity, and numerous philanthropic societies, all of which brought about the bonds between the classes. The book examines achievements in education and the emergence of a thriving gamut of literary groups, public libraries, social clubs, and other associations created to promote public instruction, pedagogy, manners, temperance, ‘cultivated’ music, and moral improvement. The description of social and cultural dynamism, set against the background of growing religiosity, challenges the seldom-discussed assumption that religion slowed down social and cultural modernisation. Primary evidence, drawn from extensive research in proceedings and reports by groups, associations, periodical publications, statistics, diaries and memoirs, travellers’ accounts, books of etiquette, genre literature and other contemporary publications, as well as visual images, particularly photographs, document important topics that have in the past attracted little attention from scholars.

This book about Korean American immigrant families is the result of a collaboration between an anthropologist and a psychologist. Combining quantitative surveys with family ethnography, the book explored the central question, How do Korean American teens and parents navigate immigrant America? Both survey and ethnographic data revealed that acculturation differences between parents and teens—long assumed in the psychological literature to account for distress—did not necessarily make for family hardship. Instead, this research found that families struggle together, although not always easily, to figure out how best to navigate an American society that they all understood to be racist. This is not to say that the parents did not speak about cultural distinctions or that they were unconcerned about academic achievement. But what these parents anguished over most was how to fortify their children with protective psychological health and character traits that would allow them to succeed. Ethnographic chapters on five Korean American immigrant families introduce the parenting strategies and adolescents’ responses, which were at times defiantly resistant, sometimes accommodating, and at other times enormously appreciative. The book examines the delicate negotiations between parents and teens in the intimacy of family life, following them from homes to shopping malls, music recitals, church, workplaces, and school. The five families reflect a diversity of family dynamics, but uniting them all is the hard work that parents and children engage in to maintain the bonds of their family relationships.