scholarly journals De/constructing the Academic Hood

2021 ◽  
Vol 11 (S1) ◽  
pp. 68-85
Author(s):  
Louise Michelle Vital ◽  
Christina W. Yao
Keyword(s):  
Doctoral Students ◽  
Knowledge Production ◽  
Research Training ◽  
The United States ◽  
Power Dynamics ◽  
Doctoral Studies ◽  
Methodological Nationalism ◽  
Spatial Positioning ◽  
A Site ◽  
The U.S

Doctoral education is often lauded as a site of academic socialization and research training for nascent scholars. However, discussions of socialization seldom problematize the dangers of intellectual imperialism and methodological nationalism inherent in doctoral researcher socialization. As such, the traditional socialization practices for doctoral students in the United States (U.S.) must be interrogated and expanded to move towards equitable practices for research, especially for students conducting international research. Using social and spatial positioning as our conceptual framing, we problematize and question current approaches and practices to doctoral researcher training in the U.S. We use the academic hood, which is granted upon successful completion of doctoral studies, as a metaphor to reconsider how to reflect upon and navigate power dynamics and knowledge production within the U.S. academy.

scholarly journals Re-envisioning Doctoral Mentorship in the United States: A Power-Conscious Review of the Literature

10.28945/4735 ◽  
2021 ◽  
Vol 16 ◽  
pp. 237-252
Author(s):  
Genia M. Bettencourt ◽  
Rachel E. Friedensen ◽  
Megan L Bartlett
Keyword(s):  
United States ◽  
Doctoral Students ◽  
Doctoral Education ◽  
The United States ◽  
Future Research ◽  
Power Dynamics ◽  
Research Findings ◽  
Direct Applicability ◽  
Important Form ◽  
The U.S

Aim/Purpose: Multiple barriers exist within doctoral education in the United States that can undermine the success of students, particularly for students with marginalized identities. While mentorship can provide an important form of support, it must be done in an intentional way that is mindful of issues of equity and power. Background: By applying a power-conscious framework to current practices of doctoral mentorship in the U.S., we propose key considerations to help support doctoral students and shift power imbalances. Methodology: As a scholarly paper, this work draws upon a comprehensive review of existing research on doctoral mentorship in the U.S. Contribution: As a relatively recent development, the power-conscious framework provides an important tool to address issues of inequity that has not yet been applied to doctoral mentorship to our knowledge. Such a framework provides clear implications for mentorship relationships, institutional policies, and future research. Findings: The power-conscious framework has direct applicability to and possibility for reshaping doctoral mentorship in the U.S. as well as elsewhere. Each of the six foci of the framework can be integrated with research on doctoral students to help formal and informal mentors enhance their practice. Recommendations for Practitioners: Throughout our analysis, we pose questions for mentors to consider in order to reflect upon their practice and engage in further exploration. Recommendation for Researchers: Research on doctoral mentorship should explicitly engage with broader dynamics of power, particularly as related to understanding the experiences of marginalized student populations. Impact on Society: The demanding nature of and precarity within U.S. doctoral education leads to high rates of departure and burnout amongst students. By re-envisioning mentorship, we hope to begin a broader re-imagining of doctoral education to be more equitable and supportive of students. Future Research: To examine these claims, future research should explore doctoral student mentorship relationships and how power dynamics are contained therein both within the U.S. and in international contexts.

Should They Stay or Should They Go? How the 2017 U.S. Travel Ban Affects International Doctoral Students

2019 ◽  
Vol 24 (4) ◽  
pp. 440-455
Author(s):  
Corina Todoran ◽  
Claudette Peterson
Keyword(s):  
United States ◽  
Doctoral Students ◽  
Research Question ◽  
The United States ◽  
Political Climate ◽  
Executive Orders ◽  
Muslim Majority ◽  
International Doctoral Students ◽  
The U.S ◽  
Job Prospects

In the wake of the U.S. government’s executive orders restricting travel from six Muslim-majority countries (Iran, Libya, Somalia, Sudan, Syria, and Yemen) in January 2017, we collected data from four focus groups consisting of international doctoral students aiming to provide insight on the following research question: How do international doctoral students make sense of the U.S. political climate on their lived experiences? This article contributes to the literature by discussing a timely issue concerning international students in the United States and points out that the 2017 travel ban has affected not only international doctoral students from those banned countries but has also alarmed students from other countries, who described the climate as stressful, confusing, and hostile. Several students changed their travel plans for conferences or family visits being worried that they might not be able to reenter the United States. Other students feared the immigration rules might suddenly change and affect their visa status. Students also expressed their concerns in regard to job prospects after graduation. This article derives from a larger qualitative study exploring the experiences of international doctoral students in the U.S. academic and cultural settings.

scholarly journals The Millimeter Array

1994 ◽  
Vol 140 ◽  
pp. 398-404 ◽  
Author(s):  
Robert L. Brown
Keyword(s):  
United States ◽  
National Science Foundation ◽  
Hubble Space Telescope ◽  
The United States ◽  
Space Telescope ◽  
National Science ◽  
A Site ◽  
The U.S

AbstractThe Millimeter Array, under development in the United States, is a fast and flexible telescope capable of imaging the thermal sky at a resolution equal to that specified in the design goals of the Hubble Space Telescope. The MMA is a project of the U.S. National Science Foundation, and it has been highlighted as one of the four major U.S. initiatives in astronomy for the decade of the 1990s. Construction will begin toward the end of the decade at a site soon to be chosen.

scholarly journals Shut-Off: The Digital Television Transition in the United States and Canada

2010 ◽  
Vol 35 (1) ◽  
Author(s):  
Gregory Taylor
Keyword(s):  
United States ◽  
Comparative Analysis ◽  
The United States ◽  
Digital Television ◽  
Television Broadcasting ◽  
Primary Documents ◽  
Analyse Comparative ◽  
A Site ◽  
The U.S

Abstract: This article offers a comparative analysis exploring early developments in digital television broadcasting in the United States and Canada. The U.S. transition is now complete (2009) but the Canadian analogue shut-off remains a site of controversy. Through the examination of primary documents-official reports, policy announcements, statistics, and speeches from key political and industrial figures-this article challenges traditional conceptions of broadcasting governance in the two countries.Résumé : Cet article présente une analyse comparative explorant les premiers développements de la télévision numérique aux États-Unis et au Canada. La transition est désormais terminée aux États-Unis (2009) mais l'arrêt de la télévision analogique au Canada fait encore l'objet de controverses. Par le biais de l'examen de documents primaires-rapports officiels, annonces politiques, statistiques et discours de figures de l'industrie et de politiciens clés-cet article remet en question les conceptions traditionnelles de gouvernance dans ces deux pays.

Transfering best practices of doctoral training between EU, Russia, Belarus and Armenia

2020 ◽  
Author(s):  
Katja Anniina Lauri ◽  
Sini Karppinen ◽  
Alexander Mahura ◽  
Timo Vesala ◽  
Tuukka Petaja ◽  
...  
Keyword(s):  
Doctoral Students ◽  
Doctoral Education ◽  
Research Training ◽  
Bologna Process ◽  
Research Management ◽  
Added Value ◽  
Doctoral Training ◽  
Learning Material ◽  
Doctoral Studies ◽  
European Universities

<p>MODEST (Modernization of Doctoral Education in Science and Improvement Teaching Methodologies) is a new capacity building project funded by the Erasmus+ programme. The project is coordinated by the University of Latvia. There are three other EU partners (from Finland, Poland and the United Kingdom) and a total of ten partners from three partner countries (Russia, Belarus and Armenia). Aims of the project include:</p><ol><li>To improve the structure and content of Doctoral Education and the internal capacities of services that manage doctoral studies by set up of Doctoral Training Centers (DTC) in partner universities in accordance with the modern European practices.</li> <li>To facilitate a successful adherence with Bologna process reforms and its instruments by the academic and administrative staff involved in doctoral studies and research management through the organization of special training sessions in Armenia, Belarus and Russia.</li> <li>To improve/increase the quality of international and national mobility of doctoral students of Armenia, Belarus and Russia for training and research based on development of double degree programmes and joint supervision.</li> <li>To ensure sustainability of DTC’s and their cooperation with European partners by establishing a sustainable professional network providing the use of participatory approaches and ICT-based methodologies.</li> </ol><p>The work is carried out in three phases: preparation, development, and dissemination & exploitation. In the preparation phase, a detailed analysis of organization of doctoral studies and research management structures is done in both EU and partner countries. The development phase includes preparation of training materials, a series of study visits and training sessions, and creation of DTC’s. The dissemination & exploitation phase includes open access learning material, dissemination conferences, publications and workshop/conference presentations, as well as events and open resources for stakeholders, policymakers, students and the general public.To partly serve similar purposes as MODEST, University of Helsinki and Russian State Hydrometeorological University have introduced a new project, PEEX-AC (PEEX Academic Challenge). The aims of PEEX-AC are to share knowledge and experience, to promote state-of-the-art research and educational tools through organization of research training intensive course on “Multi-Scales and -Processes Modelling and Assessment for Environmental Applications”, to improve added value of research-oriented education in Finnish and Russian Universities, and to boost the PEEX international collaboration.The MODEST and PEEX-AC projects serve as a great examples of transfer of good practices in higher education, especially on doctoral level, but they also create new connections for educational and scientific collaboration. From the PEEX perspective, MODEST is an important initiative strengthening connections between European universities and institutions in Russia, Belarus and Armenia. The project will continue until autumn 2022.</p>

Juan O'Gorman, Daniel COSío Villegas, and the Mexican Historical Profession: An Interview with Josefina Zomida Vázquez

2010 ◽  
Vol 67 (02) ◽  
pp. 253-268
Author(s):  
William H. Beezley
Keyword(s):  
United States ◽  
Doctoral Students ◽  
The United States ◽  
Active Member ◽  
Television Programs ◽  
Education Programs ◽  
National Education ◽  
History Of ◽  
The U.S ◽  
Historical Profession

Professor Josefina Zoraida Vázquez has made an indelible imprint on the discipline of the history of Mexico. Her publications have provided an analysis of the Mexican experience through such diverse themes as the U.S. invasion (1846-1848), the evolution of national education programs, and the struggles to establish federalism and republicanism in the first decades of independence. She has written official textbooks used by all Mexican school children, appeared on numerous television programs, taught dozens of doctoral students, and assisted many scholars in both Mexico and the United States. She has been an active member of the historical profession; she organized the Congress of Mexican Historians from Mexico, the United States, and Canada in Patzcuaro in 1977 and served as the President of the same organization in Monterrey in 2003.

Disrupting hegemony in social work doctoral education and research: Using autoethnography to uncover possibilities for radical transformation

2020 ◽  
pp. 147332502097334
Author(s):  
Austin Gerhard Oswald ◽  
Sarah Bussey ◽  
Monica Thompson ◽  
Anna Ortega-Williams
Keyword(s):  
United States ◽  
Social Work ◽  
Doctoral Students ◽  
Doctoral Education ◽  
Research Training ◽  
Personal Narratives ◽  
The United States ◽  
Early Career ◽  
Academic Context ◽  
Social Work Research

Social work has enhanced its profile in the United States by adopting a particular dialect of scientific inquiry wherein positivism and evidence-based practice are considered gold standards of social work research and practice. This ideological shift permeates doctoral education and research training, as well as social work more broadly. Little attention, however, is paid to the pedagogical approaches used to train doctoral students into a “science of social work,” and we know even less about critical methodologies in doctoral education. This collaborative autoethnography weaves together the personal narratives of three doctoral students and one early career faculty member navigating an academic context within a large public university in the United States. We employ a participatory and intersectional approach to analyze narrative data in terms of how our identities interact with the structures relevant to where we study and work. Three themes emerged from our collaborative analysis: becoming disillusioned by disciplinary shortcoming; confronting dissonance with radical solidarity; and making change on the inside using perspectives from the outside. We argue throughout that critical reflexivity is a tool to document, resist, and transform hegemonic discourse that narrowly defines what it means to embody social work research, practice, and education.

Juan O'Gorman, Daniel Cosío Villegas, and the Mexican Historical Profession: An Interview with Josefina Zoraida Vázquez

2010 ◽  
Vol 67 (2) ◽  
pp. 253-268
Author(s):  
William H. Beezley
Keyword(s):  
United States ◽  
Doctoral Students ◽  
The United States ◽  
Active Member ◽  
Television Programs ◽  
Education Programs ◽  
National Education ◽  
History Of ◽  
The U.S ◽  
Historical Profession

Professor Josefina Zoraida Vázquez has made an indelible imprint on the discipline of the history of Mexico. Her publications have provided an analysis of the Mexican experience through such diverse themes as the U.S. invasion (1846-1848), the evolution of national education programs, and the struggles to establish federalism and republicanism in the first decades of independence. She has written official textbooks used by all Mexican school children, appeared on numerous television programs, taught dozens of doctoral students, and assisted many scholars in both Mexico and the United States. She has been an active member of the historical profession; she organized the Congress of Mexican Historians from Mexico, the United States, and Canada in Patzcuaro in 1977 and served as the President of the same organization in Monterrey in 2003.

Roundtable

2019 ◽  
Vol 48 (4) ◽  
pp. 92-102
Author(s):  
Ahmad Abuznaid ◽  
Phillip Agnew ◽  
Maytha Alhassen ◽  
Kristian Davis Bailey ◽  
Nadya Tannous
Keyword(s):  
World War Ii ◽  
Middle East ◽  
Knowledge Production ◽  
The United States ◽  
World War ◽  
Critical Feature ◽  
Indigenous Youth ◽  
Palestinian National Movement ◽  
A Site ◽  
Transnational Solidarity

Delegations of Black revolutionary leaders to the Middle East were a prominent feature of Black-Palestinian transnational solidarity at the height of the worldwide revolt against imperial domination in the decades following World War II. Though they never ceased, delegations have become a critical feature of solidarity practices once more. Unlike their historical predecessors, today's delegations are no longer organized in collaboration with the official organizations of the Palestinian national movement but between individuals and/or social justice organizations. In addition, the delegations are no longer unidirectional, as they now encompass visits by activists from Palestine and other “Palestinian geographies” in the Middle East to the United States. Finally, recent delegations have included one by indigenous youth to Palestine as well as several from the African continent to the Middle East. This roundtable, featuring leading organizers of recent delegations, aims to reveal the ruptures and continuities of a historical legacy. We intend for this roundtable to serve as an archive and a site of knowledge production.

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