https://wikis.swarthmore.edu/div_econ/index.php?title=Talk:Biology_is_not_destiny&feed=atom&action=historyTalk:Biology is not destiny - Revision history2024-03-29T02:16:22ZRevision history for this page on the wikiMediaWiki 1.31.8https://wikis.swarthmore.edu/div_econ/index.php?title=Talk:Biology_is_not_destiny&diff=2046&oldid=prev130.58.196.151 at 04:08, 28 October 20112011-10-28T04:08:18Z<p></p>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>AB: Target to teacher as well as to student.  Explain that race and gender are social constructions.   </div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>AB: Target to teacher as well as to student.  Explain that race and gender are social constructions.   </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>ALSO challenge the notion that economic intuition is inborn. It can be taught/learned/acquired--why else are we here?</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>ALSO challenge the notion that economic intuition is inborn. It can be taught/learned/acquired--why else are we here?</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>ALSO see heterodox page cite: "One last interesting article I will mention is Cecilia Conrad’s critique of race as a category in econometric OLS regression techniques. Here, the assumption that race is a fixed variable from sample to sample does not capture the inherent fluidity of this socially constructed category that is reinvented time and time again. Race is an unstable category. Lack of attention to historical understandings of race can lead to false conclusions in studies on, say, longitudinal differences in wage. Conrad offers some clues as to how a more fluid representation of race can be incorporated into econometric models (endogenous variables with simultaneous equations) but does not suggest any kind of firm answer."<del class="diffchange diffchange-inline">]'''</del></div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>ALSO see heterodox page cite: "One last interesting article I will mention is Cecilia Conrad’s critique of race as a category in econometric OLS regression techniques. Here, the assumption that race is a fixed variable from sample to sample does not capture the inherent fluidity of this socially constructed category that is reinvented time and time again. Race is an unstable category. Lack of attention to historical understandings of race can lead to false conclusions in studies on, say, longitudinal differences in wage. Conrad offers some clues as to how a more fluid representation of race can be incorporated into econometric models (endogenous variables with simultaneous equations) but does not suggest any kind of firm answer."</div></td></tr>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>CH:<del class="diffchange diffchange-inline">'''</del>In one finding, when teachers and instructors told female students that their intelligence could grow and expand with learning and experience, the students performed better on math tests and were more optimistic about their futures in the mathematics field. By emphasizing that success in mathematics and beyond is not dependent on factors such as gender (especially in male-dominant fields), professors created an inclusive classroom environment where female students felt more confident about their skills and abilities.<del class="diffchange diffchange-inline">''' (what </del>study<del class="diffchange diffchange-inline">?)</del></div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>CH: <ins class="diffchange diffchange-inline">"</ins>In one finding, when teachers and instructors told female students that their intelligence could grow and expand with learning and experience, the students performed better on math tests and were more optimistic about their futures in the mathematics field. By emphasizing that success in mathematics and beyond is not dependent on factors such as gender (especially in male-dominant fields), professors created an inclusive classroom environment where female students felt more confident about their skills and abilities.<ins class="diffchange diffchange-inline">" - Need to find name of </ins>study<ins class="diffchange diffchange-inline">.</ins></div></td></tr>
</table>130.58.196.151https://wikis.swarthmore.edu/div_econ/index.php?title=Talk:Biology_is_not_destiny&diff=2045&oldid=prev130.58.196.151 at 04:05, 28 October 20112011-10-28T04:05:08Z<p></p>
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<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del class="diffchange diffchange-inline">comments</del>:</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">'''Comments</ins>:</div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">'''</ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">AB: Target to teacher as well as to student.  Explain that race and gender are social constructions.  </ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">ALSO challenge the notion that economic intuition is inborn. It can be taught/learned/acquired--why else are we here?</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">ALSO see heterodox page cite: "One last interesting article I will mention is Cecilia Conrad’s critique of race as a category in econometric OLS regression techniques. Here, the assumption that race is a fixed variable from sample to sample does not capture the inherent fluidity of this socially constructed category that is reinvented time and time again. Race is an unstable category. Lack of attention to historical understandings of race can lead to false conclusions in studies on, say, longitudinal differences in wage. Conrad offers some clues as to how a more fluid representation of race can be incorporated into econometric models (endogenous variables with simultaneous equations) but does not suggest any kind of firm answer."]'''</ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del style="font-weight: bold; text-decoration: none;">'''Name''': Angela</del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del class="diffchange diffchange-inline">'''Rating'''</del>: <del class="diffchange diffchange-inline">8</del></div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">CH</ins>:'''<ins class="diffchange diffchange-inline">In one finding, when teachers and instructors told female students </ins>that <ins class="diffchange diffchange-inline">their intelligence could grow </ins>and <ins class="diffchange diffchange-inline">expand with learning and experience, </ins>the <ins class="diffchange diffchange-inline">students performed better on math tests and were more optimistic about their futures </ins>in <ins class="diffchange diffchange-inline">the mathematics field</ins>. <ins class="diffchange diffchange-inline">By emphasizing </ins>that <ins class="diffchange diffchange-inline">success in mathematics and beyond </ins>is not <ins class="diffchange diffchange-inline">dependent </ins>on <ins class="diffchange diffchange-inline">factors such </ins>as <ins class="diffchange diffchange-inline">gender </ins>(<ins class="diffchange diffchange-inline">especially in male-dominant fields</ins>)<ins class="diffchange diffchange-inline">, professors created an inclusive classroom environment where female students felt more confident about their skills and abilities</ins>.''' <ins class="diffchange diffchange-inline">(what study?)</ins></div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div> </div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del class="diffchange diffchange-inline"> </del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>''' <del class="diffchange diffchange-inline">[note from ab: Target to teacher as well as to student.  Explain </del>that <del class="diffchange diffchange-inline">race </del>and <del class="diffchange diffchange-inline">gender are social constructions.  </del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del class="diffchange diffchange-inline">ALSO challenge </del>the <del class="diffchange diffchange-inline">notion that economic intuition is inborn. It can be taught/learned/acquired--why else are we here?</del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del class="diffchange diffchange-inline">ALSO see heterodox page cite: "One last interesting article I will mention is Cecilia Conrad’s critique of race as a category </del>in <del class="diffchange diffchange-inline">econometric OLS regression techniques</del>. <del class="diffchange diffchange-inline">Here, the assumption </del>that <del class="diffchange diffchange-inline">race </del>is <del class="diffchange diffchange-inline">a fixed variable from sample to sample does </del>not <del class="diffchange diffchange-inline">capture the inherent fluidity of this socially constructed category that is reinvented time and time again. Race is an unstable category. Lack of attention to historical understandings of race can lead to false conclusions in studies </del>on<del class="diffchange diffchange-inline">, say, longitudinal differences in wage. Conrad offers some clues </del>as <del class="diffchange diffchange-inline">to how a more fluid representation of race can be incorporated into econometric models </del>(<del class="diffchange diffchange-inline">endogenous variables with simultaneous equations</del>) <del class="diffchange diffchange-inline">but does not suggest any kind of firm answer</del>.<del class="diffchange diffchange-inline">"]</del>'''</div></td><td colspan="2"> </td></tr>
</table>130.58.196.151https://wikis.swarthmore.edu/div_econ/index.php?title=Talk:Biology_is_not_destiny&diff=1910&oldid=prev130.58.65.10 at 13:49, 23 October 20112011-10-23T13:49:09Z<p></p>
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<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">'''Name''': Angela</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">'''Rating''': 8</ins></div></td></tr>
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<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"> </ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">''' [note from ab: Target to teacher as well as to student.  Explain that race and gender are social constructions.  </ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">ALSO challenge the notion that economic intuition is inborn. It can be taught/learned/acquired--why else are we here?</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">ALSO see heterodox page cite: "One last interesting article I will mention is Cecilia Conrad’s critique of race as a category in econometric OLS regression techniques. Here, the assumption that race is a fixed variable from sample to sample does not capture the inherent fluidity of this socially constructed category that is reinvented time and time again. Race is an unstable category. Lack of attention to historical understandings of race can lead to false conclusions in studies on, say, longitudinal differences in wage. Conrad offers some clues as to how a more fluid representation of race can be incorporated into econometric models (endogenous variables with simultaneous equations) but does not suggest any kind of firm answer."]'''</ins></div></td></tr>
</table>130.58.65.10https://wikis.swarthmore.edu/div_econ/index.php?title=Talk:Biology_is_not_destiny&diff=1197&oldid=prevAbayer1: Created page with "comments:"2011-07-11T16:34:03Z<p>Created page with "comments:"</p>
<p><b>New page</b></p><div>comments:</div>Abayer1