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Is it Worth it? Science Education of the Talented 2%

dc.contributor.author Baker, LD
dc.contributor.author Canada, T
dc.date.accessioned 2017-08-08T20:10:46Z
dc.date.available 2017-08-08T20:10:46Z
dc.date.issued 2016-10-01
dc.identifier.issn 1051-0559
dc.identifier.uri https://hdl.handle.net/10161/15193
dc.description.abstract This essay critiques mismatch theory in science education, a theory supported by opponents of affirmative action who strive to derail efforts to diversify institutions of higher education. Can high-achieving students survive and thrive in an academic environment dominated by their super high-achieving peers? Our research suggests that while there are a variety of nuanced factors that impact an undergraduate's success in certain majors, students of all backgrounds can excel at highly selective universities, given the proper resources and support.
dc.publisher Wiley
dc.relation.ispartof Transforming Anthropology
dc.relation.isversionof 10.1111/traa.12037
dc.title Is it Worth it? Science Education of the Talented 2%
dc.type Journal article
duke.contributor.id Baker, LD|0116747
pubs.begin-page 116
pubs.end-page 124
pubs.issue 2
pubs.organisational-group African and African American Studies
pubs.organisational-group Cultural Anthropology
pubs.organisational-group Duke
pubs.organisational-group Trinity College of Arts & Sciences
pubs.publication-status Published
pubs.volume 24
dc.identifier.eissn 1548-7466


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