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In this chapter, we explore how our backgrounds as mixed-heritage Latinas influence our work as junior faculty members at a four-year public Hispanic-serving institution (HSI). Drawing on the conceptual lens of intersectionality, we address the question: how do our multiple social identities affect our identity development and socialization as faculty members?

As part of a critical mass of junior Latina scholars studying educational issues pertinent to the Latina community, we build a sense of community in what can be an isolated environment for women faculty of color. Using our own examples, we examine how two faculty members who might be considered “outsiders within” the Latina/o community draw on their Latinidad as a source of strength to employ their academic work in advancing social justice for Latina/os. Our identities have influenced us to take into account multiple social categories and social contexts in the study of educational phenomena. Serving as faculty within the institutional context of an HSI has distinctively influenced our socialization as new faculty.

We believe that this examination has implications for understanding how people can build cross-cultural collaborations and identify productively with communities that may not necessarily recognize them as “authentic.” Our exploration also offers insights for building a more inclusive academy, particularly for junior scholars from historically underrepresented backgrounds. Based on the themes identified in this research, we draw recommendations for university personnel interested in the recruitment and retention of Latina junior faculty. More broadly, this research has implications for developing support systems for faculty members who have been historically underrepresented in their fields and those who study marginalized populations.

In this chapter, I reflect on my experiences researching women's football in Argentina as a professional player in the teams I was studying, UAI Urquiza and Argentina's national team. First, I explore some theoretical aspects of auto-ethnography and ethnography. Before entering into the main discussion of the text; however, I contextualise my work, starting with my access to the field and briefly summarising my own football career as an Argentine-American. Then, I articulate the categories of insider/outsider and native/non-native with my fieldwork and the transformations in the players, the sport and myself that I observed throughout my time in the field. Finally, the text concludes with a reflection on the limitations and opportunities offered by auto-ethnography in the social study of sport.

This essay addresses the topic of research lifeworlds and personal lifeworlds and what we gain and lose as researchers, and as people, from their overlaps and collisions. The essay analyses six narrative accounts of the authors lived experience of a unique collision between research and personal lifeworlds when the researcher-mother presented with her sick daughter to the hospital emergency department that served as the field site for her own research. This analysis revealed the following themes through which a researcher’s personhood animates the research process: feeling exposed but empowered; gaining conceptual clarity while opening up ethical ambiguity; and becoming liminal because of identity shifts and coping through self-reflexivity. The essay contributes to our collective understanding and shared learning of the ways a researcher’s personhood shapes, and is shaped by, the research process and (re)production of knowledge.

The process approach to multi-level organizational behavior is based on the assumption that multi-level organizational behavior is processual in nature. This article defines group and organizational processes and their representation as process frameworks. Both functional and inclusional classes of levels exist, each of which has at least five categories of levels. All ten categories are special cases of process frameworks. This article provides examples of each category level, which it uses to illustrate new models of organizational work, extended models of interdependence, a new typology of theories based on their levels of processes, and a new tool for survey research called knobby analyses. After explaining the basic idea of knobby analysis, the article briefly describes the processual theory of the organizational hologram, the use of linear programming, and causal-chain analysis to provide multi-level explanations of employee opinion data. These ideas are embodied in conducting a strategic organizational diagnosis, which is the first stage of organizational design. Organizational design encompasses multiple stages, each of which itself involves multiple, multi-level phenomena and analyses. The basic point is that the processual nature of multi-level organizational phenomena gives more hope for improvements in theory building and their application if one uses the process approach rather than a variable approach.

The chapter provides the reader with a critical, conceptual framework for further independent exploration of actor-network theory (ANT) when applied to higher education reform. First, it introduces briefly the potentials of ANT as a means of questioning, and eventually escaping, the formal policy level as the “natural” point of departure for studying policy reform. Second, by pointing to my experiences from an on-going study on a Danish subset of the European Bologna process, in which I invited relevant actors to participate in formulating the research questions, it concretizes – and critically reviews – how ANT may feed new insights as well as challenges into the research process.

Aquinas College provides ‘across-school’ leadership positions for each of the key areas of Religious education, spirituality and service. These areas are sometimes referred to as the ‘head, heart and hands’ model of religious formation and they reflect a holistic approach to education by including experiential learning. In doing so, each area becomes an intrinsic part of a young boy’s education at Aquinas and every student is called to be a ‘man for others’. In 2005, a formal service programme was introduced at the Junior School level and a Service Coordinator position was created. It is important to keep in mind the overall context in which this programme was developed. The aim of the programme was not only to promote and engage younger students in volunteering and fundraising (as most primary schools already do), but to also link them to service projects that already existed in the Senior school. The Junior Service Program also incorporates leadership and reflections on gospel values and sees volunteering as a learning exercise as well as an opportunity to help others. The main characteristics of the Junior Service Program (known as the JSP) are: (a) Voluntary, (b) Membership, (c) Structured activities, (d) Reflection, (e) Recognition.

Neuroscience, with its promise to peer into the brain and explain the sources of human behavior and human consciousness, has captured the scientific, clinical, and public imaginations. Among those in the thrall of neuroscience are a group of ethicists who are carving out a new subspecialty within the field of bioethics: neuroethics. Neuroethics has taken as its task the policing of neuroscience. By virtue of its very existence, neuroethics presents a threat to its parent field bioethics. In its struggle to maintain authority as the guardian of neuroscience, neuroethics must respond to criticisms from bioethicists who see no need for the subspecialty. We describe the social history of neuroethics and use that history to consider several issues of concern to social scientists, including the social contexts that generate ethical questions and shape the way those questions are framed and answered; strategies used by neuroethicists to secure a place in an occupational structure that includes life scientists and other ethics experts; and the impact of the field of neuroethics on both the work of neuroscience and public perceptions of the value and danger of the science of the brain.

In this chapter we explore the relationship between current gendered practices and past conditions through the lens of actor-network theory (ANT). In particular we are interested in the viability of ANT as a lens for studying the past and in ways that can be reconciled with feminist thought. We argue that although there is some nonresonance between ANT and feminist theorizing, using ANT in a critically historicist way allows some of the barriers between ANT and feminism to be broken down. We synthesize an approach to study gendered organizational processes that exist in and over time, identifying and surfacing some of the actants (i.e., human and material factors that encourage people to act) that work together within networks to produce gendered effects such as ongoing discriminatory practices. We trace these effects using the history of Air Canada as an exemplar, in the process noting the conceptual and ontological differences between the past and history. Finally, the advantages of a critically historical ANT are discussed as a way to achieve a level of fusion between ANT and feminist thought.