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Karl Marx's revolutionary call, "Workers of the World Unite," resonates with many in today's society. This article describes and assesses an easily reproducible classroom activity that simulates both alienating, and perhaps more importantly, non-alienating states of production as described by Marx. This hands-on learning activity gives students the opportunity to experience and process these divergent states. In reflecting, students connect their classroom experience to societal forces surrounding wage labour. A quasi-experimental design implemented across eight sociology classes at two U.S. university campuses--one two-year and one four-year college--points to the effectiveness of the activity. Evidence suggests that students are better able to grasp Marx's theory of alienation, retain the knowledge over time and apply it to their own lives with this experiential learning activity.

As Warikoo shares, "Asian and white parents drew from different cultural repertoires to guide their children. In the same vein, U.S.-born Asian American parents also subscribe to White cultural values as the norm and often distance themselves from non-U.S. born Asian parents. Examining the Asian Americans who have "made it", and are now seemingly welcomed with open arms in an upper-middle class suburban community, Warikoo injects how race and culture profoundly affect the way that White individuals perceive and understand Asian American families. At this point, Warikoo accentuates that at Woodcrest High School, Asian Americans are more likely than White students to go on to selective 4-year colleges. [Extracted from the article]

This article examines Latino students' experiences within two elite educational contexts: an elite liberal arts college and an elite law school. Drawing on combined data of 42 in‐depth interviews, we interrogate how elite institutional spaces reify and shape panethnic identities. In the face of marginalization in predominantly white, elite spaces Latino students strategically search for new community and comfort, which in turn influence how they perceive their identities, encouraging a broadening of boundaries to include both panethnic and minority alliances. By documenting the experiences of Latino students in two stages of the educational pipeline, we show how elite institutions influence identity talk lead students to cultivate a sense of shared fate with other Latino‐origin individuals and at times, people of color in general. [ABSTRACT FROM AUTHOR]

The article discusses the ways in which white and Asian American parents of adopted children from China use Chinese cultural activities to promote their children's Chinese identity. Particular focus is given to adoptive families in Los Angeles, California. According to the author, these parents are motivated by a desire for their children to experience inclusion in American society. It is suggested that parents use these programs to prepare children for negative comments or questions about ethnicity and family origin. Topics discussed include racism, multiculturalism, and Asian American identity.