Lauren Rivera, author of PEDIGREE, on the trouble with “cultural fit” in hiring

Rivera jacketLauren Rivera, associate professor of management and organizations at Northwestern University’s Kellogg School of Management and author of the new book Pedigree: How Elite Students get Elite Jobs, has an important op ed on class bias in the Sunday New York Times. In “Guess Who Doesn’t Fit in at Work” she argues that even in a hiring culture that emphasizes diversity, the idea of “cultural fit” has ‘gone rogue’, and interviewers at prestigious organizations practice a little-recognized form of discrimination in which they are “primarily interested in new hires whose hobbies, hometowns and biographies [match] their own.” From her piece:

ACROSS cultures and industries, managers strongly prize “cultural fit” — the idea that the best employees are like-minded. One recent survey found that more than 80 percent of employers worldwide named cultural fit as a top hiring priority.

When done carefully, selecting new workers this way can make organizations more productive and profitable. But cultural fit has morphed into a far more nebulous and potentially dangerous concept. It has shifted from systematic analysis of who will thrive in a given workplace to snap judgments by managers about who they’d rather hang out with. In the process, fit has become a catchall used to justify hiring people who are similar to decision makers and rejecting people who are not.

Rivera explains that “fit” can be used productively in the hiring process, but that it should emphasize behaviors associated with performance and not personal similarity. She outlines a better approach:

First, communicate a clear and consistent idea of what the organization’s culture is (and is not) to potential employees. Second, make sure the definition of cultural fit is closely aligned with business goals. Ideally, fit should be based on data-driven analysis of what types of values, traits and behaviors actually predict on-the-job success. Third, create formal procedures like checklists for measuring fit, so that assessment is not left up to the eyes (and extracurriculars) of the beholder.

Read the rest of her New York Times piece here, as well as her recent Q&A in Inside Higher Ed.

Chapter 1 is available here.

Jonathan Zimmerman on how to publish your Op Ed

Jonathan Zimmerman, author of the new book Too Hot to Handle: A Global History of Sex Education, also happens to be known for writing (and publishing) more op eds than any other living historian. Recently he spoke to the History News Network about his unusual success in this area—a must-listen for authors and anyone whose desktop features a few op eds looking for a home.

 

 

#NewBooks

Books released during the week of April 13, 2015

Among this week’s new releases is a big one for classics buffs, Josiah Ober’s The Rise and Fall of Classical Greece, one of Flavorwire’s 10 must-read academic books for 2015. You can read Chapter 1 here. Also out is Pedigree: How Elite Students Get Elite Jobs by Lauren A. Rivera, which goes behind the closed doors of top-tier investment banks, consulting firms, and law firms to reveal the truth about who really has a chance at scoring the nation’s highest-paying entry level jobs. If you think, like many Americans, that working hard is the path to upward mobility, guess again. As Mitchell Stevens, author of Creating a Class writes, “Rivera shows how educational stratification in the United States is particularly pronounced and caste-like at the gateway to elite professions, and how the boundary between elite colleges and the elite firms that recruit from them is so fuzzy as to be only ceremonial.” Read Chapter 1 here.

New in Hardcover

Modern Observational Physical Oceanography Pedigree
The Rise and Fall of Classical Greece Teaching Plato in Palestine

New in Paperback

The Great Mother

Celebrate National Grammar Day with Frank Cioffi’s One Day in the Life of the English Language

Grammar: It’s the difference between knowing your stuff and knowing you’re stuff. Some even say it saves lives (see below). If you haven’t noticed, today is National Grammar Day (March 4), so here at Princeton University Press we are celebrating good grammar, proper punctuation, and clear communication with Frank L. Cioffi’s anti-textbook handbook, One Day in the Life of the English Language: A Microcosmic Usage Handbook.

Cioffi’s chatty and charming reference doesn’t just lay out the “rules,” but also makes a convincing case for why good grammar and usage matter. Cioffi argues that Standard Written English (also known as “formal English”) is vital for success in professions where exactness and clarity carry great importance, and he also proposes that correct English can foster a more honest, ethical, and functional culture of communication.

The book draws on some three hundred real-world sentences printed in eleven newspapers and six weekly magazines and published on a single, typical day (December 29, 2008). Cioffi emphasizes that English usage is continually evolving and he debunks some of the most popular grammar “rules.” Is it acceptable to end a sentence with a preposition? It is. Can you start a sentence with a conjunction? You can. Is it “correct” to use split infinitives. Sure.

What do you think? Does “formal” English still matter in the post-Twitter world?

commas-save-lives

Check out the introduction and let us know.

We’ve also been tweeting out #NationalGrammarDay #protips from the book today.

Happy National Grammar Day!

Photo via Brett Jordan / Flickr

Is a “starvation diet” the cure for the crisis of the humanities?

Turner_PhilologyIt may seem strange, but as James Turner argues on the Chronicle of Higher Education’s Conversations blog, the modern humanities may not be at “death’s door,” as so many commentators imply. He says that a longer view–one that extends back to ancient times–tells us that what we are seeing is a reemergence of a generalist, philological approach to the humanities. Back to Philology indeed!

Turner details the “forgotten origins of the modern humanities,” in much greater detail in his new intellectual history, Philology. You can read a free chapter here [PDF].

Listen to the dire talk around colleges and universities, read op-eds and magazines, and you might think the humanities were in greater danger than the earth’s climate. In fact, despite the overheated rhetoric, the humanities are not at death’s door. Contemporary pressures will more likely push them into a new shape, even ultimately a healthier one.

That claim might seem bizarre. The proportion of college students majoring in the humanities has sunk to an all-time low. Students have turned their backs on art history and literature in favor of studies, like accounting and nursing, that lead directly to jobs. Governors like Florida’s Rick Scott have worked to undercut fields of study not tuned closely to employment. President Obama wants education to stress science, technology, engineering, and mathematics. Funds for research in disciplines like history and linguistics are drying up. Congress has already slashed the budget of the National Endowment for the Humanities, and now Rep. Paul Ryan wants to kill it.

Analysts of higher education paint a more ambiguous picture. How many years ago you start counting—either majors or research dollars—determines how gloomy the humanities numbers look. And with more and more Americans going to college only to qualify themselves for work, most time-honored fields of study have taken a hit, not just the humanities. But even at a traditional, elite institution like Stanford, majors in humanities disciplines have fallen so low as to alarm faculty members into unprecedented missionary efforts.

To see how, paradoxically, a starvation diet may rejuvenate the humanities, it helps to take a long view. First of all, the humanities disciplines familiar in American higher education today did not even exist 200 years ago. Sure, in 1814 students learned the Greek and Latin languages, but no discipline called “classics” devoted itself to ancient Mediterranean civilizations. Yes, a college president in that era was likely to lecture on moral philosophy, but the broad range of topics covered by a modern philosophy department had no place in his institution.

Continue reading at The Chronicle of Higher Education web site: http://chronicle.com/blogs/conversation/2014/06/09/yes-the-humanities-are-struggling-but-they-will-endure/

Video Lectures – A Mathematics Course for Political and Social Research

Author David A. Siegel recently released a series of video lectures to accompany the textbook A Mathematics Course for Political and Social Research, co-authored with Will H. Moore. This video course is available for free via YouTube.

First watch this introduction:

Then delve into the various lecture playlists, starting with Lecture 1, which covers preliminaries and algebra review:

In case you are looking for a video on a specific topic, these are the subjects covered in the book. The lectures follow the same order.

 

bookjacket A Mathematics Course for Political and Social ResearchWill H. Moore & David A. Siegel

June, summer, and Princeton University Press in the movies

Friends of Princeton University Press,

With June here, and summer finally upon us, our thoughts go to pleasant things—vacations, beaches, baseball, and the summer movie season.

ivory tower
Hodges_ImitationGame_Poster
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Princeton University Press has a special movie connection this summer–and beyond.

For starters, the soon-to-be-released documentary Ivory Tower, about the financial crisis in higher education, features prominently one of our authors, Andrew Delbanco, whose widely admired 2012 book, College: What It Was, Is, and Should Be, has been at the center of the debates over the future of higher education. Those who saw Page One, the acclaimed documentary about The New York Times and the challenges besetting newspapers, will be familiar with the work of Andrew Rossi, who made the film, Ivory Tower. Journalist Peter Coy reviews it in the current issue of Bloomberg Business Week, and mentions Andy Delbanco and our book.

Another PUP book forms the basis of the November 2014 release, The Imitation Game, the story of Alan Turing, the cryptologist who cracked the Enigma code during World War II and was later tortured for his homosexuality. The movie is based on our 2012 biography by Andrew Hodges, Alan Turing: The Enigma. The Imitation Game sports an all-star cast including Benedict Cumberbatch, Keira Knightly, and Charles Dance. We will be re-releasing Hodges’ biography under the title, The Imitation Game, in September. A related PUP book is Alan Turing’s Systems of Logic: The Princeton Thesis, edited in 2012 by Andrew Appel of the Princeton School of Engineering.  Our poster for The Imitation Game generated huge interest last week at Book Expo in New York.

Speaking of all-star casts, the third movie with a connection to a forthcoming PUP book is Interstellar, also to be released in November, and starring Matthew McConaughey, Anne Hathaway, Jessica Chastain, Matt Damon, and Michael Caine. The premise of Interstellar is based on the work of PUP author and Caltech theoretical physicist Kip Thorne, who is credited as a consultant and executive producer of the film. His forthcoming book, with Stanford’s Roger Blandford, is Modern Classical Physics. Kip Thorne has another PUP connection, serving as he does on the Executive Committee of the Einstein Papers Project.

See you at the movies,

Peter J Dougherty
Director

Frank Bruni hails Andrew Delbanco as the “conscience” of the new film Ivory Tower

Ivory Tower, a new documentary produced and directed by Andrew Rossi (Page One: Inside the New York Times), is scheduled for theatrical release next month. In a preview for The New York Times, Frank Bruni calls Princeton University Press author Andrew Delbanco “the conscience” of the film and cites his recent award-winning book College: What it Was, Is, and Should Be. If you are concerned with the burgeoning costs and inequality of college education in America, this book should be required reading, and we invite you to sample the introduction today.

ivory towerTHE word “crisis” pops up frequently in “Ivory Tower,” a compelling new documentary about the state of higher education in America.

It pops up in regard to the mountains of student debt. It pops up in regard to the steep drop in government funding for public universities, which have been forced to charge higher and higher tuition in response. That price increase is also a “crisis” in the estimation of one of many alarmed educators and experts on camera.

And “crisis” isn’t even their direst appellation. Andrew Delbanco, a Columbia University professor of American studies who functions as the movie’s conscience, notes an “apocalyptic dimension” to today’s discussion of college’s failings. The movie is set on verdant campuses. It’s rife with lecterns, books and graduation gowns. And yet it’s a kind of horror story.

Source: Class, Cost and College, The New York Times

Princeton University Press is proud to publish Andrew Delbanco’s book-length rumination on the past, present and future of college in America and hope you are as moved as we are by its arguments.

Watch the trailer for Ivory Tower:

What is the reality behind the race for scientific talent? Watch this EPI event with Michael Teitelbaum to find out

Also, in a related review of Michael Teitelbaum’s book Falling Behind? from Spectrum Magazine, published by the IEEE, they had this fun little quiz:

Okay, here are your choices: 1957, 1982, and 2014. Match each year to when the following statements were made:

a. “It is pretty generally realized that our country faces a serious scientific and engineering manpower shortage. We have at present about half the engineers which we need, and each year we are graduating only about half our annual needs.”

b. “Science, technology, engineering and math form the foundation of the global economy. Yet, … if educational trends continue, fewer qualified candidates will be available to support growth in these areas.”

c. “We appear to be raising a generation of Americans, many of whom lack the understanding and the skills necessary to participate fully in the technological world in which they live and work.”

To see the answers and to read their review, please visit http://spectrum.ieee.org/riskfactor/at-work/tech-careers/exposing-the-roots-of-the-perpetual-stem-crisis-

To learn more about the boom and bust cycles of STEM education, please read Falling Behind?

Congratulations to Howard Wainer for winning the 2014 AERA Division D Significant Contribution to Educational Measurement and Research Methodology Award from the American Educational Research Association

j9529[1]Uneducated Guesses: Using Evidence to Uncover Misguided Education Policies by Howard Wainer is winner of the 2014 AERA Division D Significant Contribution to Educational Measurement and Research Methodology Award, American Educational Research Association. The award “recognizes one publication that represents a significant conceptual advancement in theory and practice of educational measurement and/or research methodology. This year’s award recognizes such a publication in the area of Quantitative Methods and Statistical Theory. The evaluation criteria are quality, originality, and potential impact.”
In their citation for the award, the commitee notes, “In his book, Wainer describes, evaluates, and illustrates complex statistical reasoning embedded in a wide range of important educational policies in ways that are easily accessible and penetrable to non-technical people. This collective work evaluates the relationship between sophisticated statistical and psychometric machinery and challenges the educational policies and practices that have far-reaching impact on our society at large. Wainer’s thought-provoking writing regarding the perils of misusing quantitative measurement outcomes represents a significant contribution that is likely to shape educational research and practice for many generations.”

New documentary Ivory Tower explores the challenges of higher education in the 21st century

Watch this:

Then read this:

Delbanco_College

Andrew Delbanco recently attended Sundance Film Festival where he participated in a screening of Ivory Tower, a new documentary on the spiraling costs of higher education and the impact this has on students and their families. The director of the documentary is Andrew Rossi, who rose to prominence thanks to his earlier work Page One: Inside the New York Times. Delbanco is featured quite a bit in the movie which hopefully will have a greater distribution soon. In the meantime, to bone up on the challenges universities and colleges face, please check out College: What It Was, Is, and Should Be.

Diane Coyle becomes Manchester Professor

Coyle_GDP_author photo
Princeton author Diane Coyle, one of the UK’s leading economists, is to become a Professor at The University of Manchester. She will teach undergraduates at the university, give a public lecture each year and work with academic colleagues and policy makers. Diane, who is Vice Chair of the BBC Trust and a former Economics Editor of The Independent newspaper, will take on the part-time role in September 2014.

 

A Harvard PhD graduate, she runs the consultancy Enlightenment Economics.

Awarded an OBE in 2009, her books include ‘The Economics of Enoughand ‘The Soulful Science, as well as the forthcoming ‘GDP: A Brief but Affectionate History‘.

She said: “It’s a privilege for me to have this opportunity to teach undergraduates at Manchester, and I hope to offer them a distinctive perspective on economics from somebody who has been involved in the world of public policy as well as research and writing. Economics is particularly exciting and important when it engages with real world events, and I’m looking forward to debates with students as well as my new colleagues.”

Head of the University’s School of Social Sciences Professor Chris Orme said: “We are delighted that Diane has been able to accept this substantive academic appointment in Economics. Apart from the significant and important contribution to research and the wider current economic policy debates, she will also deliver her own research-informed economics teaching to undergraduates and assist us in curriculum innovation.”