front cover of Good Music
Good Music
What It Is and Who Gets to Decide
John J. Sheinbaum
University of Chicago Press, 2018
Over the past two centuries Western culture has largely valorized a particular kind of “good” music—highly serious, wondrously deep, stylistically authentic, heroically created, and strikingly original—and, at the same time, has marginalized music that does not live up to those ideals.
 
In Good Music, John J. Sheinbaum explores these traditional models for valuing music. By engaging examples such as Handel oratorios, Beethoven and Mahler symphonies, jazz improvisations, Bruce Springsteen, and prog rock, he argues that metaphors of perfection do justice to neither the perceived strengths nor the assumed weaknesses of the music in question. Instead, he proposes an alternative model of appreciation where abstract notions of virtue need not dictate our understanding. Good music can, with pride, be playful rather than serious, diverse rather than unified, engaging to both body and mind, in dialogue with manifold styles and genres, and collaborative to the core. We can widen the scope of what music we value and reconsider the conventional rituals surrounding it, while retaining the joys of making music, listening closely, and caring passionately.
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front cover of Who Gets In?
Who Gets In?
Strategies for Fair and Effective College Admissions
Rebecca Zwick
Harvard University Press, 2017

When it comes to the hotly disputed topic of college admissions, the one thing everyone agrees about is that it’s unfair. But there is little agreement on what a fair process would be.

Rebecca Zwick takes a hard look at the high-stakes competition of U.S. college admissions today. Illustrating her points using analyses of survey data from applicants to the nation’s top colleges and universities, she assesses the goals of different admissions systems and the fairness of criteria—from high school grades and standardized test scores to race, socioeconomic status, and students’ academic aspirations. The demographic makeup of the class and the educational outcomes of its students can vary substantially, depending upon how an institution approaches its task. Who Gets In? considers the merits and flaws of competing approaches and demonstrates that admissions policies can sometimes fail to produce the desired results. For example, some nontraditional selection methods can hurt more than help the students they are intended to benefit.

As Zwick shows, there is no objective way to evaluate admissions systems—no universal definition of student merit or blanket entitlement to attend college. Some schools may hope to attract well-rounded students, while others will focus on specific academic strengths. What matters most is that a school’s admissions policy reflects its particular educational philosophy. Colleges should be free to include socioeconomic and racial preferences among their admissions criteria, Zwick contends, but they should strive for transparency about the factors they use to evaluate applicants.

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Who Gets the Good Jobs?
Combating Race and Gender Disparities
Cherry, Robert
Rutgers University Press, 2001

Racial and gender employment inequalities are alive and well today. In 2000, the U.S. government offered $508 million to settle more than one thousand lawsuits brought against the federally funded Voice of America by female workers. At the same time, African American employees of Coca-Cola sued their employer, citing the large number of minorities in low-paying jobs, with just a handful at top levels. Even Alan Greenspan has urged firms to eliminate the “distortions that arise as a result of discrimination.”

The political agenda regarding this issue is polarized. Many conservative economists claim that financial considerations have led businesses to hire minorities because such practices increase profits. In opposition, many liberal economists believe businesses will hire minorities only if forced to do so by equal employment opportunity policies. Robert Cherry bridges these two positions, arguing that there is some truth to the positive effect of the profit motive, but that market forces alone are not enough to eliminate employment and earnings disparities.

            Cherry surveys the political and economic forces that influenced labor market practices in the nineteenth and twentieth centuries, focusing on the employment barriers African Americans, women, and immigrants encounter. He then assesses the effects of 1960s civil rights legislation and finds that improvements have been substantial, primarily for college-educated African Americans and women; therefore, he recommends that equal employment opportunity policies be strengthened. Cherry demonstrates how the promotion of full employment can further the advancement of working-class African Americans and women.

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