Teaches a class about the president Ronald Reagan and the end of the cold war. This class was taught online due to the coronavirus pandemic at the university of austin in texas provided the video. Okay lets go to our first slide if we could. Here we have Ronald Reagan. We talked in our last lecture about the disruptions of the 1960s, the changes in the 1970s. The social changes in the 1970s towards suburb besides a shun following the 1960s we talked about nixon and carter and the desire so Many Americans had for quiet, for silence, to escape, to escape the disruptions. To discuss escape the conflict, ronald raking coming into office in the 19 eighties, elected 1980 represented what Time Magazine is saying here. A fresh set for so many people. A sunny positive disposition. Ronald reagans hero was Franklin Roosevelt. Ronald reagan was of a Different Party but his hero was roosevelt because he grew up listening to him on the radio. I will talk more about that in a couple minutes. So in ro
It was hardly a brief. If i used all the info he provided me, i would be speaking longer than the minutes assigned to bill himself. So i wont do that. I cut it down considerably. Bill has a 56page cv and its not packed with anything trivial. Ill come back to his scholarly contributions. Let me start with his titles, some, a few of his titles and honors. Sociologist William Julius wilson is the professor at Harvard University and at the time of his appointment in mean 95 National Media covered his addition to harvards dream team of africanamerican intellectuals including henry lewis gates jr. , a 20007 fellow. I met bill when he was at the university of chicago and a major force there as hes been everywhere. And i was a slightly younger scholar then and he was incredibly supportive as he is. Hes a mentor. He started his teaching and Research Career in 1965 at the university of massachusetts amherst. Shortly before completing his ph. D. In Sociology Graduate Program at Washington State u
Although institutions of higher education have placed a large emphasis on increasing the number of underrepresented minority (URM) students matriculating in higher education, the disparities in STEM retention and graduation rates between URM and non-URM students emphasize the dire need for increased support to help URM students navigate challenges including stereotype threat, impostor phenomenon, and lack of social connectedness that disproportionately affect URM students in majority-dominated fields. Prior research has demonstrated that structured mentoring has the potential to generate substantial improvements in academic, social, and career outcomes for URM STEM students. In particular, network-based mentoring approaches that allow for students to receive both professional and peer mentoring, as well as the opportunity to mentor other students, have demonstrated success in this realm. In this article, we discuss how the current state of academia often fails URM STEM scholars, review