Articulating a Succinct Description: An Applied Method for Catalyzing Cultural Change

2021 ◽  
Vol 80 (2) ◽  
pp. 128-139
Author(s):  
Coleen Carrigan ◽  
Noah Krigel ◽  
Mira Banerjee Brown ◽  
Michelle Bardini
Keyword(s):  
Engineering Education ◽  
Cultural Change ◽  
Engineering Students ◽  
Cultural Beliefs ◽  
Pedagogical Tools ◽  
Race And Gender ◽  
Research Findings ◽  
Group Members ◽  
And Gender

Articulating a Succinct Description uses ethnographic data to create case study interventions facilitated with people who belong to the culture with whom the ethnographer is engaged. We do so in order to disseminate research findings, address problems presented in the case, and collect additional data for further collective analysis. Further, Articulating a Succinct Description is designed as a means of intervention for underrepresented group members to be heard and gain support and promote equity engagement among majority members in efforts to create more inclusive cultures. In this paper, we validate this method using findings from its application with engineering students at a public university. This method allowed us to view engineering culture not as monolithic, but rather as one with multiple sets of cultural beliefs, values, and behaviors. In particular, we noted a behavior among students we’ve called Swing Staters, who expressed meritocratic beliefs, yet, who we argue, may be critical to reducing bias in engineering education. These findings, analyzed along interwoven threads of race and gender, demonstrate the efficacy of the Articulating a Succinct Description method and contribute to efforts in engineering education to advance pedagogical tools to reduce bias and exclusions in these fields.

Creating Spaces for Critical Literacy for Bilingual Learners

2018 ◽  
pp. 28-46
Author(s):  
So Jung Kim
Keyword(s):  
Young Children ◽  
Critical Literacy ◽  
Literacy Practices ◽  
Korean Language ◽  
Race And Gender ◽  
Video Recordings ◽  
Field Notes ◽  
And Gender ◽  
Audio Video

With heightened emphasis on critical literacy pedagogies, attention to critical literacy for young children (CLYC) has rapidly increased. Yet, there is a paucity of studies examining CLYC in bilingual settings, particularly in Pre-K contexts. Utilizing a qualitative case study design, the current study examined how early critical literacy can be implemented as a medium to help young bilinguals critique texts and develop critical perspectives about race and gender. The study was conducted in a kindergarten classroom at the Korean Language School in a Midwestern city in the US. The data were collected over a semester using multiple collection sources including audio/video recordings, observational field notes, interviews, and children's artifacts. Findings suggest the potential of early critical literacy practices in bilingual contexts to open critical conversations about race and gender with young children. The study also provides teachers with tips on how to create supportive literary environments for young bilingual children.

Creating Spaces for Critical Literacy for Bilingual Learners

2019 ◽  
pp. 1303-1321
Author(s):  
So Jung Kim
Keyword(s):  
Young Children ◽  
Critical Literacy ◽  
Literacy Practices ◽  
Korean Language ◽  
Race And Gender ◽  
Video Recordings ◽  
Field Notes ◽  
And Gender ◽  
Audio Video

With heightened emphasis on critical literacy pedagogies, attention to critical literacy for young children (CLYC) has rapidly increased. Yet, there is a paucity of studies examining CLYC in bilingual settings, particularly in Pre-K contexts. Utilizing a qualitative case study design, the current study examined how early critical literacy can be implemented as a medium to help young bilinguals critique texts and develop critical perspectives about race and gender. The study was conducted in a kindergarten classroom at the Korean Language School in a Midwestern city in the US. The data were collected over a semester using multiple collection sources including audio/video recordings, observational field notes, interviews, and children's artifacts. Findings suggest the potential of early critical literacy practices in bilingual contexts to open critical conversations about race and gender with young children. The study also provides teachers with tips on how to create supportive literary environments for young bilingual children.

Redesigning GE Language

2022 ◽  
pp. 22-40
Author(s):  
Paula Cronovich ◽  
Jacqueline Mitchell
Keyword(s):  
General Education ◽  
Teaching And Learning ◽  
The United States ◽  
People Of Color ◽  
Cultural Contexts ◽  
Race And Gender ◽  
Faith Based ◽  
And Gender ◽  
Diverse Groups

This case study delineates changes enacted in the cultural program for beginning-level Spanish language students at a private, faith-based university. Given the restrictions of the pandemic insofar as virtual teaching and learning, as well as the national and international context of racial strife and inequities, the instructors took the opportunity to utilize antiracist pedagogy in order to reach the goals of meaningful content and measurable student outcomes. One of the General Education learning outcomes demonstrates how well students understand the “complex issues faced by diverse groups in global and/or cross-cultural contexts.” Within the context of Latin America and the Latina/Latino experience in the United States, the assignments focus on the intersections of race and gender as they relate to cultural expressions, ensuring that the approach does not obfuscate contributions nor realities of people of color.

scholarly journals Political ideology shapes the amplification of the accomplishments of disadvantaged vs. advantaged group members

2019 ◽  
Vol 116 (5) ◽  
pp. 1559-1568 ◽  
Author(s):  
Nour S. Kteily ◽  
Matthew D. Rocklage ◽  
Kaylene McClanahan ◽  
Arnold K. Ho
Keyword(s):  
Political Ideology ◽  
Computational Social Science ◽  
Social Equality ◽  
Media Campaigns ◽  
Race And Gender ◽  
Black Females ◽  
Disadvantaged Groups ◽  
Group Members ◽  
Twitter Users ◽  
And Gender

Recent years have witnessed an increased public outcry in certain quarters about a perceived lack of attention given to successful members of disadvantaged groups relative to equally meritorious members of advantaged groups, exemplified by social media campaigns centered around hashtags, such as #OscarsSoWhite and #WomenAlsoKnowStuff. Focusing on political ideology, we investigate here whether individuals differentially amplify successful targets depending on whether these targets belong to disadvantaged or advantaged groups, behavior that could help alleviate or entrench group-based disparities. Study 1 examines over 500,000 tweets from over 160,000 Twitter users about 46 unambiguously successful targets varying in race (white, black) and gender (male, female): American gold medalists from the 2016 Olympics. Leveraging advances in computational social science, we identify tweeters’ political ideology, race, and gender. Tweets from political liberals were much more likely than those from conservatives to be about successful black (vs. white) and female (vs. male) gold medalists (and especially black females), controlling for tweeters’ own race and gender, and even when tweeters themselves were white or male (i.e., advantaged group members). Studies 2 and 3 provided experimental evidence that liberals are more likely than conservatives to differentially amplify successful members of disadvantaged (vs. advantaged) groups and suggested that this is driven by liberals’ heightened concern with social equality. Addressing theorizing about ideological asymmetries, we observed that political liberals are more responsible than conservatives for differential amplification. Our results highlight ideology’s polarizing power to shape even whose accomplishments we promote, and extend theorizing about behavioral manifestations of egalitarian motives.

scholarly journals Phobias and Gender - A Case Study on Engineering Students

2019 ◽  
pp. 218-222
Author(s):  
Sankara Pitchaiah Podila ◽  
Nazia Sultana
Keyword(s):  
Engineering Students ◽  
Female Students ◽  
Student Community ◽  
Specific Phobias ◽  
And Gender ◽  
Very High

Fears and phobias are common in the student community. The present study was observed some of the specific phobias- Exam phobia, Acrophobia, Hemophobia, Achluophobia, Hodophobia, Zoophobia and Oneirophobia in engineering students with reference to gender. A total of 460 students studying in four Engineering colleges, located in Guntur and Prakasam districts was selected, out of which 294 are male and 166 are female. The study found that all the examined phobias were high in female students, particularly, Exam (50.60%) and Zoophobia (39.16%) are very high in female and compared to male (42.52% and 13.27%).

scholarly journals Gender, Family, Race, and the Colonial State in Early Nineteenth-Century Jamaica

2021 ◽  
pp. 1-24
Author(s):  
Aaron Graham
Keyword(s):  
White Women ◽  
White Men ◽  
People Of Color ◽  
Colonial State ◽  
Race And Gender ◽  
Women And Children ◽  
The Caribbean ◽  
And Gender

Abstract Recent work has emphasized the role of colonial state structures in the construction and enforcement of race and gender in the British Empire from the seventeenth century onward, particularly among people of color. But work on the parallel phenomenon of “Whiteness” has focused on White men rather than White women and children, on elites rather than those below them, and on North America rather than the Caribbean. This article, using the records of a “Clergy Fund” established in Jamaica in 1797 as an insurance scheme for the (White) widows and orphans of clergymen, therefore addresses a gap in this literature by providing a case study of how a colonial state in the Caribbean tried—and failed—to construct and enforce race and gender among White women and children from outside the elite, during a period when White society in the region seemed under threat.

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