Search results

Co-curricular engagement in postsecondary education provides students with a breadth of opportunity for leadership-focused developmental experiences. However, few studies have qualitatively examined in detail how alumni describe years later how formal co-curricular involvement contributes to their development. Such lack of attention has resulted in what we describe as a “hidden leadership curriculum” embedded in co-curricular engagement. To address this gap in the literature, we explored the leadership experiences of 25 recent alumni who were engaged within various co-curricular organizations, and the leadership lessons relevant to their professional success that they report learning as a direct result of their involvement. Findings from this study reveal how the inherent organizational challenges embedded within co-curricular engagements lead students to develop a more interdependent, relational conception of effective leadership behaviors. These conceptualizations place value on collective group engagement and decision-making, and help students recognize group needs over individual desires. In addition, many participants reported acquiring the value of generativity – building a leadership pipeline - within their respective co-curricular organizations. We discuss practical implications, such as the central role of challenging experiences within the co-curriculum, and suggest future research recommendations.

In this narrative I capture part of my first year experience in the doctoral sociology program at the University of Chicago. I analyze entries from my U of C journal, recorded during the 1992–93 academic year, paying special attention to discussions regarding race and interracial interactions. I focus on “The Sid Cartwright Incident”—a negative encounter with a white professor —to elucidate ways in which race penetrated my everyday existence and pressed me to define sometimes ambiguous interracial interactions as unpleasant racial encounters. I reveal the complex and contradictory ways that my past experiences with racism and discrimination may have distorted my thinking about interracial encounters and at the same time invigorated my determination to move beyond those encounters. I conclude with a discussion of the cumulative impact of negative interracial encounters on African Americans.

This study was the first to examine two related constructs within the context of leadership. Stoicism is an ancient philosophy offering practical advice for a virtuous and eudaemonic life. As a method to examine one’s emotional experiences (Sellars, 2006), leaders such as Roman Emperor Marcus Aurelius and Teddy Roosevelt (Aurelius, ca. 160 A.D., 2002) practiced Stoicism, yet mentions of it within the field of leadership research have been scant. Leadership academics contrast desirable emotional intelligence behaviors with Stoicism (Grewal & Salovey, 2005; Mayer et al., 2008). Regardless, these two constructs are both concerned with effectively managing emotions, practicing self-awareness, high levels of motivation, and sensitivity to the expression of emotion in others (Goleman, 2005; Pigliucci, 2017; Salzgeber, 2019)

Undergraduate students in a leadership minor (_N_ = 445) at a public university completed the Emotional and Social Competency Inventory - University and the Liverpool Stoicism Scale. Analysis included a description of assessment results, an examination or the relationship between variables and differences in participant’s scores based on race, gender, and age. Stoicism and emotional self-awareness showed a moderate, statistically significant negative correlation (_r_ = - 0.391, _p_ = .05). A low, statistically significant negative relationship was reported between stoicism and the relationship management competency of teamwork (p = .003, r = -.018), and a low statistically significant positive relationship between self-management competencies, adaptability (p = .043, r = .189) and emotional self-control (p = .039, r = .192). Student’s Stoicism scores were significantly correlated with gender (_t_(113) = 2.479; _p_ = .015, _d_ = .564)

The research findings provided baseline statistics for continued exploration of Stoicism within the context of leadership. Future research that better aligns with the original doctrines of the philosophy is recommended, particularly in the interest of leadership development.

Methodological traditions are like any other social phenomena. They are made by people working together, criticizing one another, and borrowing from other traditions. They are living social things, not abstract categories in a single system.– Andrew Abbott (2004, p. 15)

From the authors’ personal and professional experiences, they have observed that autistic women are uniquely at risk of interpersonal trauma. Given the tendency for autistic women to be overlooked in research and practice, this study aims to rectify this by exploring the relevant literature and including the voices of autistic women throughout this paper.

This study completed a literature review of quantitative and qualitative data relating to exposure to interpersonal trauma in autistic women. This study also reviewed relevant discursive evidence available on in memoirs and reports. This study also included dialogue between us as authors from an auto/“Autie”-ethnographic position.

Both clinical literature and discursive evidence support the idea that autistic women are uniquely at risk of interpersonal trauma, in particular, sexual victimisation. Explanatory factors are considered. Studies exploring rates of post-traumatic stress disorder (PTSD) were less consistent. Further evidence is required to better understand how autistic women experience and express PTSD and to inform assessment and treatment modifications.

To the best of the authors’ knowledge, this is the first paper to integrate clinical literature and discursive evidence on the topic of interpersonal trauma in autistic women. It provides useful insights into the experiences of autistic women in this space, directions for urgently needed future research and modifications to clinical practice.

I discuss the formal attention deficit hyperactivity disorder (ADHD) diagnosis process and whether the Black–White differences found in this process are the results of unmet needs or conscious decisions.

First, I offer a new analytic framework for understanding the “ADHD process.” The proposed framework breaks ADHD diagnoses down into three stages: the informal diagnosis, the formal diagnosis, and treatment. This approach reveals certain racial trends in the ADHD literature. Second, I use the 2007 National Health Interview Survey (total n = 75,764) to address racial differences.

I find that blacks are less likely to hold a formal ADHD diagnosis than whites. Third, nested logistic models reveal that this racial difference is not explained by health insurance status, family income, or family educational level. New explanatory models for the black–white difference in ADHD should stray from a strict reliance on the “unmet need” discourse, and instead focus on other factors that may affect the decision-making process in diverse families.

This chapter makes three contributions to the wider literature on ADHD and race.

The historical study of sexuality during the Victorian period has been influenced heavily by the development of sexology as a scientific field. The impetus of sexology to delineate and categorize “types” of sexuality and sexual behavior has situated the late nineteenth century as a starting point for studies of contemporary concepts of sexual “abnormality.” However, research into this subject, while drawing on both legal and medical discourses, has overwhelmingly ignored the value of porn in reconstructing the dynamics of Victorian sexuality. Accordingly, this chapter integrates legal, medical, and pornographic discourses of the late nineteenth century to develop a more thorough examination of Victorian sexual experiences that fell outside the limits of prescribed legal and medical “normalcy.”

This paper aims to examine the everyday practices of academic work in social science to understand better academics’ learning. It also asks how academic work is enacted in relation to the discipline, department and university, taking temporality as its starting point.

The study sought to trace academic activities in practice. Within three universities, 14 academics were work-shadowed; social, material, technological, pedagogic and symbolic actors were observed and where possible connections and interactions were traced (including beyond the institution). This paper reports on a subset of the study: the academic practices of four early-career academics in one discipline are analysed.

Email emerges as a core academic practice and an important pedagogic actor for early career academics in relation to the department and university. Much academic work is “work about the work”, both in and outside official work time. Other pedagogic actors include conferences, networks and external Web identities. Disciplinary work happens outside official work time for the most part and requires time to be available. Disciplinary learning is therefore only afforded to some, resulting in structural disadvantage.

By tracing non-human and human actors, it has emerged that the department and university, rather than the discipline, are most important in composing everyday work practices. A sociomaterial approach enables researchers to better understand the “black box” of everyday academic practice. Such an approach holds the promise of better support for academics in negotiating the demands of discipline, department and university without overwork and systemic exploitation.