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Book part
Publication date: 11 July 2017

Karen A. Johnson

Anna Julia Cooper and Septima Poinsette Clark were two prominent late 19th- and early 20th-century educators. Cooper and Clark taught African American students in federally…

Abstract

Anna Julia Cooper and Septima Poinsette Clark were two prominent late 19th- and early 20th-century educators. Cooper and Clark taught African American students in federally sanctioned, segregated schools in the South. Drawing on womanist thought as a theoretical lens, this chapter argues that Cooper and Clark’s intellectual thoughts on race, racism, education, and pedagogy informed their teaching practices. Influenced by their socio-cultural, historical, familial, and education, they implemented antioppressionist pedagogical practices as a way to empower their students and address the educational inequalities their students were subjected to in a highly racialized, violent, and repressive social order. Historical African American women educators’ social critiques on race and racism are rarely examined, particularly as they pertain to how their critiques influence their teaching practices. Cooper and Clark’s critiques about race and racism are pertinent to the story of education and racial empowerment during the Jim Crow era.

Abstract

Details

The Creation and Analysis of Employer-Employee Matched Data
Type: Book
ISBN: 978-0-44450-256-8

Book part
Publication date: 27 September 2014

Susan Burgess

How did gays in the military go from being characterized as dangerous perverts threatening to the state, to victims being persecuted by the state, to potential heroes fighting on…

Abstract

How did gays in the military go from being characterized as dangerous perverts threatening to the state, to victims being persecuted by the state, to potential heroes fighting on behalf of the state? What implications does this shift have for understanding the means by which the liberal state uses law to include the previously excluded? Offering a critical account of the inclusion of gays in the military, I argue that while the lifting of the ban can be seen as an important step in a classic civil rights narrative in which the liberal state gradually accommodates the excluded, pop culture allows us also to see state and minority group interest convergence as well as divergence, revealing the costs of inclusion.

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Special Issue: Law and the Liberal State
Type: Book
ISBN: 978-1-78441-238-8

Keywords

Abstract

Economists and sociologists have proposed arguments for why there can exist wage penalties for work involving helping and caring for others, penalties borne disproportionately by women. Evidence on wage penalties is neither abundant nor compelling. We examine wage differentials associated with caring jobs using multiple years of Current Population Survey (CPS) earnings files matched to O*NET job descriptors that provide continuous measures of “assisting & caring” and “concern” for others across all occupations. This approach differs from prior studies that assume occupations either do or do not require a high level of caring. Cross-section and longitudinal analyses are used to examine wage differences associated with the level of caring, conditioned on worker, location, and job attributes. Wage level estimates suggest substantive caring penalties, particularly among men. Longitudinal estimates based on wage changes among job switchers indicate smaller wage penalties, our preferred estimate being a 2% wage penalty resulting from a one standard deviation increase in our caring index. We find little difference in caring wage gaps across the earnings distribution. Measuring mean levels of caring across the U.S. labor market over nearly thirty years, we find a steady upward trend, but overall changes are small and there is no evidence of convergence between women and men.

Details

Gender Convergence in the Labor Market
Type: Book
ISBN: 978-1-78441-456-6

Keywords

Book part
Publication date: 26 July 2016

Mary Jo Deegan

This chapter challenges and augments the received view of the history of symbolic interaction at the University of Chicago. The history of the discipline’s development at the…

Abstract

This chapter challenges and augments the received view of the history of symbolic interaction at the University of Chicago. The history of the discipline’s development at the University of Chicago between 1889 and 1935 is well-known, especially the work of George Herbert Mead and John Dewey, sometimes called “the Chicago school of sociology” or symbolic interaction. But the Hull-House school of sociology, led by Jane Addams, is largely unknown. In this chapter I explore her founding role in feminist symbolic interaction. Her perspective analyzes micro, meso, and macro levels of theory and practice. Feminist symbolic interaction is structural, political, rational, and emotional, and employs abstract and specific models for action. Addams led a wide network of people, including sociologists, her neighbors, and other citizens, who implemented and institutionalized their shared visions. Addams led many controversial social movements, including the international peace movement, recognized in 1931 by the Nobel Peace Prize. “Feminist symbolic interaction” expands the scope of symbolic interaction by being more action-oriented, more political, and more focused on a successful social change model than the traditional approach to this theory. In addition, many new sociologists are added to the lists of important historical figures.

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The Astructural Bias Charge: Myth or Reality?
Type: Book
ISBN: 978-1-78635-036-7

Keywords

Book part
Publication date: 9 August 2022

Elizabeth Batchelor

There is a rich literary tradition of depicting human-dwelling places (usually houses) as living bodies, stretching from the Middle Ages to contemporary fiction. On several…

Abstract

There is a rich literary tradition of depicting human-dwelling places (usually houses) as living bodies, stretching from the Middle Ages to contemporary fiction. On several occasions, the interaction between the characters in these works and the house-body entity described has taken the form of a digestive journey. Rooms come to symbolise mouths, kitchens and even bowels, and sometimes the human body and mind are gradually incorporated into the external architectural space. This chapter examines two literary works in which this occurs – the ‘House of Temperance’ in Spencer's The Faerie Queene (1590) and Shirley Jackson's novel The Haunting of Hill House (1959). These two examples, from two very different literary traditions (Renaissance allegorical and modern Gothic horror respectively) show the fine line between revelation and horror, how spatial materiality and meaning are flexible and how a building may transform the character within it both psychologically and physically.

Details

Moving Spaces and Places
Type: Book
ISBN: 978-1-80071-226-3

Keywords

Book part
Publication date: 18 December 2020

Abstract

Details

Black Metal, Trauma, Subjectivity and Sound: Screaming the Abyss
Type: Book
ISBN: 978-1-78756-925-6

Book part
Publication date: 6 October 2014

Patricia Wonch Hill, Mary Anne Holmes and Julia McQuillan

This chapter contrasts “ideal worker” with “real worker” characteristics among STEM faculty in gendered organizations. The gap between the two reveals the need for academic…

Abstract

Purpose

This chapter contrasts “ideal worker” with “real worker” characteristics among STEM faculty in gendered organizations. The gap between the two reveals the need for academic institutions to revise the notion of and the policies for typical faculty members.

Design

All STEM faculty at a Midwestern research intensive university were asked to participate in a mail and web-based survey to study faculty experiences within departments. The response rate was 70%. Faculty were then categorized by their employment, education, and parent status, and by the work status of their spouse/partner, to assess how closely the faculty matched the ideal academic worker: a faculty member with a full-time home-maker partner.

Findings

Only 13% of the surveyed STEM faculty resemble the “ideal worker” by having a partner who is not employed and who ensures all family care giving. The vast majority of STEM faculty are men with an employed partner who is more likely to have a professional (33%) rather than a nonprofessional (22%) degree.

Research limitations

Only one, public, research-intensive institution in the Midwest United States was surveyed and therefore findings cannot be generalized to faculty at other research intensive institutions or to other types of institutions.

Practical implications

Rather than adding policies to attract women into academia, we find an urgent need make academic institutions rethink to match the reality of most faculty. Increasing flexibility in the academic workplace is not a “women’s issue” but a “faculty issue.”

Value

This paper provides evidence that supports institutional change to accommodate the new academic workers, most of whom are part of dual career couples.

Details

Gender Transformation in the Academy
Type: Book
ISBN: 978-1-78441-070-4

Keywords

Book part
Publication date: 16 August 2023

Julia M. Puaschunder

Abstract

Details

Responsible Investment Around the World: Finance after the Great Reset
Type: Book
ISBN: 978-1-80382-851-0

Book part
Publication date: 12 December 2015

Blanca Gordo

This study examines the implementation of a community-level Sustainable Broadband Adoption Program (SBA) under the Broadband Technology Opportunities Program (BTOP), a national…

Abstract

Purpose

This study examines the implementation of a community-level Sustainable Broadband Adoption Program (SBA) under the Broadband Technology Opportunities Program (BTOP), a national public policy program meant to expand broadband deployment and adoption under the American Recovery Act of 2009, and administered by the National Telecommunications and Information Administration (NTIA) at the U.S. Department of Commerce. The California Connects Program (CC) was administered by the Foundation for California Community Colleges (FCCC).

Methodology/approach

This chapter focuses on one part of CC’s efforts to expand broadband adoption among the most underserved Californians through collaboration with the Great Valley Center (GVC). CC-GVC provided basic computer and Internet classes to disconnected populations with low-literacy levels, and primarily in Spanish, through community-based organizations, public schools, public libraries, small businesses, and others in the Central Valley, an 18 county rural region with a high concentration of digital destitute populations. The program worked with under-resourced local community institutions with a range of poor technology resources and that operated under variable set of social, economic, political, and institutional conditions. Through inductive, process-oriented, and explanatory case study research, the structure, strategy, and training approach of CC was examined. Content and theme analysis of primary and secondary qualitative and quantitative data involving the program’s leadership, direct service providers, partners, participants, and nonparticipants was conducted. This involved a sample of 600 in-depth and short, structured and unstructured interviews and focus groups, archival and participant observation notes.

Findings

It was found that CC-GVC was able to meet uncertainty and operated with low institutional resources and paucity of linguistically appropriate teaching resources for new entrants through a flexible leadership approach that adapted to the social situation and was open to innovation. Community technology trainers were also able to engage those without or little direct experience with computers and with low-literacy levels with a linguistically appropriate and culturally sensitive step-by-step teaching approach that empowered and met people where they are. The author expands non-adoption models to include structural barriers in the analysis of the disconnected. It is argued that non-adoption is a result of evolving inequality processes fueled by poverty and under-resourced community development institutions and that teaching and learning is a social and institutional process that takes trust and time.

Practical Implications

CC shows that even the most disadvantaged can be empowered to learn-to-learn to use computers and can begin to function online and gain benefit under the most extreme institutional and economic conditions, but it takes more time and resources than providers expected and the Recovery Act provided.

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