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An autoethnographic account is given in order to depict the building of the author's musical subjectivity through the specific modes of cross-generational and peer-to-peer…
An autoethnographic account is given in order to depict the building of the author's musical subjectivity through the specific modes of cross-generational and peer-to-peer interaction involving material and emotional investments, discursive constraints, and transgressions. The event of discovering the “sound of silence” is brought in contrast to the more encoded experiences of classical music, especially operatic. Emotionally charged musical events and rituals are revisited (narrated) together with accounts of transgressing the boundaries of inherited musical environments and learned patterns of musical appreciation.
Film provides an alternative medium for assessing our interpretations of cultural icons. This selective list looks at the film and video sources for information on and interpretations of the life of Woody Guthrie.
What is it about academia anyway? We profess to hate it, spend endless amounts of time complaining about it, and yet we in academia will do practically anything to stay…
What is it about academia anyway? We profess to hate it, spend endless amounts of time complaining about it, and yet we in academia will do practically anything to stay. The pay may be low, job security elusive, and in the end, it's not the glamorous work we envisioned it would be. Yet, it still holds fascination and interest for us. This is an article about American academic fiction. By academic fiction, I mean novels whosemain characters are professors, college students, and those individuals associated with academia. These works reveal many truths about the higher education experience not readily available elsewhere. We learn about ourselves and the university community in which we work.
Supplemental Instructions (SIs) were introduced into the San Francisco State University College of Science & Engineering curriculum in 1999. The goal was to improve…
Supplemental Instructions (SIs) were introduced into the San Francisco State University College of Science & Engineering curriculum in 1999. The goal was to improve student performance and retention and to decrease the time to degree in STEM majors. While for the most part we followed the structure and activities as developed by the International Center for Supplemental Instruction at the University of Missouri, Kansas City, we discovered several variations that significantly improved our outcomes. First and foremost, we created SI courses that require attendance, which results in higher students’ performance outcomes compared to drop-in options. Second, at SFSU the SI courses are led by pairs of undergraduate student facilitators (who are all STEM majors) trained in active learning strategies. Each year, more than half of our facilitators return to teach for another year. Thus, each section has a returning “experienced” facilitator who works with a new “novice” facilitator. Third, the SI courses were created with a distinct course prefix and listed as courses that generate revenue and make data access available for comparison studies. Results are presented that compare SI impact by gender and with groups underrepresented in STEM disciplines.
Given its importance in library operations and in the profession, reference service should be an important consideration in any library reorganization, regardless of the…
Given its importance in library operations and in the profession, reference service should be an important consideration in any library reorganization, regardless of the other factors contributing to the decision to reorganize. But because the conditions prompting a reorganization are often sudden and extraordinary, a library manager may overlook their impact on reference service, reacting instead to the more immediate pressures of budget cuts, staff losses, and other constraints that have been externally imposed. With informed planning, however, even a reorganization begun in a negative context can result in continued good reference service or even place the library in a position to improve reference quality.
The purpose of this paper is to focus on top women managers who act as change agents in the machista culture of Mexico. Specifically, the authors centre the attention not…
The purpose of this paper is to focus on top women managers who act as change agents in the machista culture of Mexico. Specifically, the authors centre the attention not only on the strategies performed by these change agents to reduce inequality, but also on understanding the way in which they discursively reproduce or challenge essentialist notions of gender with respect to the cultural and organizational context.
Semi-structured interviews were conducted with 12 top women managers in Mexico who are actively involved as change agents. A feminist poststructuralist methodological framework using critical discourse analysis was used to uncover competing notions of gender and related strategies developed to promote gender equality.
The analysis reveals that the 12 change agents perform strategies for inclusion, and only half of them engage in strategies for re-evaluation. The authors were unable to recognize whether these change agents are engaged in strategies of transformation. These change agents also reproduce and challenge “essentialist” notions of gender. In some instances – based on their own career experiences and gendered identities – they (un)consciously have adopted essentialism to fit into the cultural context of machista society. They also challenge the gender binary to eradicate essentialist notions of gender that created gender inequalities in the first place.
The experience of these 12 top women managers may not represent the voice of other women and their careers. Ultimately, intersections with class, organizational level, nationality, race, ethnicity, and sexual orientation must be taken into account so to represent other women’s particular interests with respect to equality.
For those researchers-consultants who may be involved in an intervention strategy, it is important to focus on helping the change agents in reviewing and reflecting on their own “vision of gender equity”. During the strategic activities of mentoring and training, these change agents could potentially “leak” a particular “vision of gender” to other women and men. Thus, part of the intervention strategy should target the change agent’s self-reflection to influence her capacity to act as change agents.
The authors contribute to the literature on change agents and interventions for gender equality. Intervention strategies usually centre on essentialist notions of gender. The study offers potential explanations for this approach by paying attention to the process of how change agents, in their efforts to promote gender equality, may be unconsciously projecting their own identities onto others and/or consciously engaging in strategic essentialism to fit into the machista context of Mexico.
In the 1980s, the National Collegiate Athletic Association (NCAA) passed several eligibility rules to address concerns about the academic and personal development of its…
In the 1980s, the National Collegiate Athletic Association (NCAA) passed several eligibility rules to address concerns about the academic and personal development of its participants (Gaston-Gayles, 2009). Despite garnering publicity, fostering school pride, providing entertainment, and generating billions of dollars in revenue for the Division I-affiliated institutions they attend (Sylwester, M., & Witosky, T. (2004). Athletic spending grows as academic funds dry up. USAToday.com , February 18. Retrieved from http://www.usatoday.com/sports/college/2004-02-18-athletic-spending- cover_x.htm), student-athletes are prevented from receiving compensation beyond athletic scholarships by the NCAA’s amateurism principle. Consequently, the ethical question at the center of college sports is: how do participants benefit from the college experience relative to their non-sport peers? While the NCAA typically reports benefits, research that disaggregates the data by sport, division, race, and sex reveals long-standing and pervasive inequities (Harper, Williams, & Blackman, 2013). Accordingly, this chapter juxtaposes NCAA’s rhetoric, principles, and espoused goals with the lived realities of the most populous demographic group within high revenue-generating collegiate sports, Black male student-athletes.