{"title":"梦想破灭:黑人借款人的学生贷款危机》,Jason N. Houle 和 Fenaba R. Addo 著","authors":"Megan L Bogia","doi":"10.17763/1943-5045-93.4.586","DOIUrl":null,"url":null,"abstract":"","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":"267 ","pages":""},"PeriodicalIF":2.6000,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"A Dream Defaulted: The Student Loan Crisis Among Black Borrowers, by Jason N. Houle and Fenaba R. Addo\",\"authors\":\"Megan L Bogia\",\"doi\":\"10.17763/1943-5045-93.4.586\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\",\"PeriodicalId\":48207,\"journal\":{\"name\":\"Harvard Educational Review\",\"volume\":\"267 \",\"pages\":\"\"},\"PeriodicalIF\":2.6000,\"publicationDate\":\"2023-12-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Harvard Educational Review\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.17763/1943-5045-93.4.586\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Harvard Educational Review","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.17763/1943-5045-93.4.586","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
期刊介绍:
The Harvard Educational Review (HER) accepts contributions from researchers, scholars, policy makers, practitioners, teachers, students, and informed observers in education and related fields. In addition to original reports of research and theory, HER welcomes articles that reflect on teaching and practice in educational settings in the United States and abroad.