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Last week, Jonathan Ferrell, a former Florida A&M football player who recently moved to the Charlotte, N.C., area to be with his fiancée, had a horrible car crash. The 24-year-old broke out the back window to escape and walked, injured, to knock on the nearest door for help. Now, Ferrell...

"An Education in Equality: Filmed over 13 years, this short film presents a coming-of-age story of an African-American boy who attends an elite Manhattan prep school."

"As so many studies have demonstrated, success in math and the hard sciences, far from being a matter of gender, is almost entirely dependent on culture - a culture that teaches girls math isn't cool and no one will date them if they excel in physics; a culture in which professors rarely encourage their female students to continue on for advanced degrees; a culture in which success in graduate school is a matter of isolation, competition and ridiculously long hours in the lab; a culture in which female scientists are hired less frequently than men, earn less money and are allotted fewer resources. And yet, as I listened to these four young women laugh at the stereotypes and fears that had discouraged so many others, I was heartened that even these few had made it this far, that theirs will be the faces the next generation grows up imagining when they think of a female scientist."

When a black teen was arrested over a $350 belt, it was hardly surprising to many who say they're humiliated in stores & those who admit they've acted on stereotypes.

"A 2010 research report by AAUW presents compelling evidence that can help to explain this puzzle. Why So Few? Women in Science, Technology, Engineering, and Mathematics (STEM) presents in-depth yet accessible profiles of eight key research findings that point to environmental and social barriers - including stereotypes, gender bias, and the climate of science and engineering departments in colleges and universities - that continue to block women's progress in STEM. The report also includes up-to-date statistics on girls' and women's achievement and participation in these areas and offers new ideas for what each of us can do to more fully open scientific and engineering fields to girls and women."

Sian Beilock's blog on "brain science behind "choking under pressure" and the many factors influencing all types of performance: from test-taking to public speaking to your golf swing. "

Read Chapter 1 and Chapter 5. "Teaching Adolescents To Become Learners summarizes the research on five categories of noncognitive factors that are related to academic performance: academic behaviors, academic perseverance, academic mindsets, learning strategies and social skills, and proposes a framework for thinking about how these factors interact to affect academic performance, and what the relationship is between noncognitive factors and classroom/school context, as well as the larger socio-cultural context. <br /> <br /> It examines whether there is substantial evidence that noncognitive factors matter for students' long‐term success, clarifying how and why these factors matter, determining if these factors are malleable and responsive to context, determining if they play a role in persistent racial/ethnic or gender gaps in academic achievement, and illuminating how educators might best support the development of important noncognitive factors within their schools and classrooms. <br /> <br /> The review suggests some promising levers for change at the classroom level, and challenges the notion that hard work and effort are character traits of individual students, instead suggesting that the amount of effort a student puts in to academic work can depend, in large part, on instructional and contextual factors in the classroom. <br /> <br /> In addition, the review also presents challenges for future research on noncognitive factors. "

Science Correspondent Cara Santa Maria summarizes the findings of AAUW's 2010 report, Why So Few?, which explores causes of the gender gap in STEM fields. Cites over 300 experiments illustrate the validity of this research. At puberty the gender gap expands dramatically. Interventions suggested: 1) More female representation in the curriculum 2) Expose the biases.

Here is an excerpt from a new book called "Reaching and Teaching Students in Poverty: Strategies for Erasing the Opportunity Gap," by Paul C. Gorski, associate professor of integrative studies at George Mason University. The book, which draws from years of research to analyze educational practices that undercut the achievement of low-income students, is part of the Multicultural Education Series of books edited by James A. Banks and published by Teachers College Columbia University.

"Teaching Adolescents To Become Learners" summarizes the research on five categories of noncognitive factors that are related to academic performance: academic behaviors, academic perseverance, academic mindsets, learning strategies and social skills. It examines whether there is substantial evidence that noncognitive factors matter for students' long-term success, clarifying how and why these factors matter, determining if these factors are malleable and responsive to context, determining if they play a role in persistent racial/ethnic or gender gaps in academic achievement, and illuminating how educators might best support the development of important noncognitive factors within their schools and classrooms. The review suggests some promising levers for change at the classroom level, as well as challenges for further research.