Search results

Presents the findings of a qualitative study of university science, the Student Focus Project, as it relates to the concept of service culture as defined by McCormack, Neil and Triplett. Assessed 24 focus groups of undergraduate students to find out opinions on positive and negative aspects of student life. Concludes that the approach highlighted reliable themes regarding successes and failure of the university service culture.

This paper explores four works of contemporary fiction to illuminate formal and informal regulation of sex. The paper’s co-authors frame analysis with the story of their creation of a transdisciplinary course, entitled “Regulating Sex: Historical and Cultural Encounters,” in which students mined literature for social critique, became immersed in the study of law and its limits, and developed increased sensitivity to power, its uses, and abuses. The paper demonstrates the value theoretically and pedagogically of third-wave feminisms, wild zones, and contact zones as analytic constructs and contends that including sex and sexualities in conversations transforms personal experience, education, society, and culture, including law.

This chapter assesses how gender and disability status intersect to shape employment and earnings outcomes for working-age adults in the United States.

The research pools five years of data from the 2010–2015 Current Population Survey to compare employment and earnings outcomes for men and women with different types of physical and cognitive disabilities to those who specifically report work-limiting disabilities.

The findings show that people with different types of limitations, including those not specific to work, experienced large disparities in employment and earnings and these outcomes also varied for men and women. The multiplicative effects of gender and disability on labor market outcomes led to a hierarchy of disadvantage where women with cognitive or multiple disabilities experienced the lowest employment rates and earnings levels. However, within groups, disability presented the strongest negative effects for men, which created a smaller gender wage gap among people with disabilities.

This chapter provides quantitative evidence for the multiplicative effects of gender and disability status on employment and earnings. It further extends an intersectional framework by highlighting the gendered aspects of the ways in which different disabilities shape labor market inequalities. Considering multiple intersecting statuses demonstrates how the interaction between disability type and gender produce distinct labor market outcomes.

I began my research at two suburban high schools in the spring of 2000, shortly after the one-year “anniversary” of the Columbine High School shootings in Littleton, Colorado. On April 20, 1999, Dylan Kelbold and Eric Harris entered their school and killed 10 classmates and 1 teacher, wounded 23 others, and then took their own lives in the library. It was the worst mass murder ever to take place on school grounds in the United States. I was particularly interested in looking at suburban schools during this time period because statistics showed juvenile crime, and in particular violence within the school systems, was on the decline, yet the perception of school violence seemed unrelated to these statistics (Brooks, Schiraldi, & Ziegenberg, 2000; Cook, 2000; Glassner, 1999). Following the widespread national attention given to the Columbine shootings,¹ public polls showed 71% of Americans believed a school shooting was likely to happen in their community (Brooks et al., 2000). A month after the Columbine shootings, a Gallup Poll found 52% of parents still feared for their children's safety at school (Brooks et al., 2000). I was interested in learning how this perception of violence and fear shaped the everyday lives of kids going to schools throughout the United States. I wanted to know how schools dealt with issues of violence and safety at the local level, and in particular, how discipline and punishment was thought about, practiced, and negotiated within public-school settings.