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Unintended Consequences
In: Public opinion quarterly: journal of the American Association for Public Opinion Research, Band 73, Heft 3, S. 484-497
ISSN: 0033-362X
Unintended consequences
In: Routledge INEM Advances in Economic Methodology; The Invisible Hand in Economics, S. 11-26
Unintended Consequences
In: The American journal of economics and sociology, Band 52, Heft 1, S. 83-83
ISSN: 1536-7150
Unintended Consequences
In: Diplomatic History, Band 35, Heft 5, S. 913-916
Unintended Consequences
In: Diplomatic history, Band 35, Heft 5, S. 913-916
ISSN: 1467-7709
A review essay on a book by Ian Johnson, A Mosque in Munich: Nazis, the CIA, and the Rise of the Muslim Brotherhood in the West (New York: Houghton Mifflin Harcourt, 2010).
Unintended Consequences
In: Bulletin of the atomic scientists, Band 56, Heft 1, S. 58-64
ISSN: 1938-3282
Unintended Consequences
In: The bulletin of the atomic scientists: a magazine of science and public affairs, Band 56, Heft 2, S. 58
ISSN: 0096-3402, 0096-5243, 0742-3829
Unintended Consequences
In: Political theory: an international journal of political philosophy, Band 7, Heft 1, S. 57-73
ISSN: 1552-7476
Unintended Consequences
In: Polity, Band 48, Heft 4, S. 441-444
ISSN: 1744-1684
Unintended Consequences
In: Polity: the journal of the Northeastern Political Science Association, Band 48, Heft 4, S. 441-444
ISSN: 0032-3497
Unintended Consequences
In: Bulletin of the atomic scientists, Band 49, Heft 9, S. 41-45
ISSN: 1938-3282
Unintended consequences
In: The bulletin of the atomic scientists: a magazine of science and public affairs, Band 49, Heft 9, S. 41-45
ISSN: 0096-3402, 0096-5243, 0742-3829
Unintended Consequences: African American Male Educational Attainment and Collegiate Perceptions After Brown v. Board of Education
In: American behavioral scientist: ABS, Band 51, Heft 7, S. 984-1003
ISSN: 1552-3381
The nexus between educational attainment and collegiate perceptions for African American male undergraduates after Brown v. Board of Education et al.'s are explored in this study. Terenzini Transitions to College interview protocol was used to assess participants' precollege, in-class, and out-of-class experiences in college. A sample of eight African American men representing diverse socioeconomic backgrounds and precollege experiences was interviewed to gauge their sensemaking in two different collegiate contexts. Trustworthiness techniques support the following emergent themes in this study: (a) socially diverse experiences matter; (b) participants' manhood and behavior are shaped differently in different collegiate contexts; and (c) faculty-to-student interaction matters. The implications of these findings and the in-class and out-of-class experiences of African American men in higher education are discussed.