scholarly journals Identity Crisis: The Agency of Instagram in Schools of Architecture

Author(s):  
Benjamin J. Smith ◽  

The focus of this paper addresses themes of neoliberalism, university commercialization and marketing, architecture school identity formation as a representational practice through social media, and the role of image curation and its production in contemporary architecture. This paper emerged after hearing the phrase ‘buyer’s motive,’ which explained what schools needed to consider for attracting students to their programs at a conference by Ruffalo Noel Levtiz on recruitment, marketing, and retention in higher education in the United States. The use of the word, ‘buyer’, instead of ‘student’, or ‘prospective student’, or ‘learner’ seemingly transformed the production of engaged education to its passive consumption.

2019 ◽  
Vol 683 (1) ◽  
pp. 130-148 ◽  
Author(s):  
Rebecca Zwick

In this article, I review the role of college admissions tests in the United States and consider the fairness issues surrounding their use. The two main tests are the SAT, first administered in 1926, and the ACT, first given in 1959. Scores on these tests have been shown to contribute to the prediction of college performance, but their role in the admissions process varies widely across colleges. Although test scores are consistently listed as one of the most important admissions factors in national surveys of postsecondary institutions, an increasing number of schools have adopted “test-optional” policies. At these institutions, test score requirements are seen as a barrier to campus diversity because of the large performance gaps among ethnic and socioeconomic groups. Fortunately, the decentralized higher education system in the United States can accommodate a wide range of admissions policies. It is essential, however, that the impact of admissions policy changes be studied and that the resource implications of these changes be thoroughly considered.


2020 ◽  
Author(s):  
Nan Yu ◽  
Shuya Pan ◽  
Chia-chen Yang ◽  
Jiun-Yi Tsai

BACKGROUND Media coverage and scholarly research have reported that Asian people who reside in the United States have been the targets of racially motivated incidents during the COVID-19 pandemic. OBJECTIVE This study aimed to examine the types of discrimination and worries experienced by Asians and Asian Americans living in the United States during the pandemic, as well as factors that were associated with everyday discrimination experience and concerns about future discrimination that the Asian community may face. METHODS A cross-sectional online survey was conducted. A total of 235 people who identified themselves as Asian or Asian American and resided in the United States completed the questionnaire. RESULTS Our study suggested that up to a third of Asians surveyed had experienced some type of discrimination. Pooling the responses “very often,” “often,” and “sometimes,” the percentages for each experienced discrimination type ranged between 14%-34%. In total, 49%-58% of respondents expressed concerns about discrimination in the future. The most frequently experienced discrimination types, as indicated by responses “very often” and “often,” were “people act as if they think you are dangerous” (25/235, 11%) and “being treated with less courtesy or respect” (24/235, 10%). About 14% (32/235) of individuals reported very often, often, or sometimes being threatened or harassed. In addition, social media use was significantly associated with a higher likelihood of experiencing discrimination (β=.18, <i>P</i>=.01) and having concerns about future episodes of discrimination the community may face (β=.20, <i>P</i>=.005). Use of print media was also positively associated with experiencing discrimination (β=.31, <i>P</i>&lt;.001). CONCLUSIONS Our study provided important empirical evidence regarding the various types of discrimination Asians residing in the United States experienced or worried about during the COVID-19 pandemic. The relationship between media sources and the perception of racial biases in this group was also identified. We noted the role of social media in reinforcing the perception of discrimination experience and concerns about future discrimination among Asians during this outbreak. Our results indicate several practical implications for public health agencies. To reduce discrimination against Asians during the pandemic, official sources and public health professionals should be cognizant of the possible impacts of stigmatizing cues in media reports on activating racial biases. Furthermore, Asians or Asian Americans could also be informed that using social media to obtain COVID-19 information is associated with an increase in concerns about future discrimination, and thus they may consider approaching this media source with caution.


2019 ◽  
pp. 438-450
Author(s):  
Jennifer L. Seifert

Drawing from the literature in Intercultural and New Media Studies (INMS), this study explores the SlutWalk social movement, a transnational movement of protest marches. The author conducted interviews with seven SlutWalk organizers from various cities in the United States to understand what culture SlutWalk organizers are fostering through their work and the role of new media communication in their organizational efforts. Results of the interpretative analysis suggest that although SlutWalk organizers foster a survivor culture through activities consistent with intercultural dialogue and third culture building, their use of various social media outlets might be motivated by various definitions of localized need. In addition, organizers highlight a tension between prioritizing more global survivor experiences over individual experiences with sexual assault and reveal the possibility for new media communication to enable anti-social cultural interactions. These findings contribute to the continued development of theorizing in INMS related to virtual third culture and continued scholarship exploring the intersections between new media and intercultural communication.


2021 ◽  
Vol 3 (4) ◽  
pp. 12-34
Author(s):  
Kaitlin E. Thomas

This article considers the impact of memes shared among Millennial and Generation Z–oriented Latino/a social media outlets during the years 2014–17, and proposes reading memes as viable microliterary texts. Through the examination of many dozens of memes and hundreds of Facebook posts from the nonprofit organization UndocuMedia, I have identified two themes that reoccur with notable frequency: (in)visibility and knowledge. As expressed within the memetic platform, these themes have cultural functions beyond superficial banter: humor detracts from political absurdity, arguing points permits one to assume defensive and protective postures, and connecting with friends expands the network of allies. I first define memes and explain how they might be read as socially conscious microliterary texts. I then examine selected meme examples to illustrate how they are shared with the intent to challenge the social and political marginalization that has long plagued the undocumented Latino/a demographic in the United States and to debunk long–held fossilized myths. I conclude by discussing the role of accompanying hashtags and emoji in the process of transplanting online activism to the offline world.


Author(s):  
Jessica Johnson

This chapter argues that the accelerated ascendency of megachurch celebrity pastors is best examined and understood in terms of marketing strategy and commodification processes specific to a digital age in which social media and interactive technologies are impacting the identity formation of Christians and non-Christians alike. It demonstrates how relationships between celebrity pastors and their congregants are mediated by cultural and technological shifts as church branding has become integral to evangelical purpose. It compares two campaigns to market books by celebrity pastors—Mark Driscoll's Real Marriage (2012) and Judah Smith's Jesus Is (2013). It considers how pastors have managed to gain celebrity and inspire congregational growth in what is considered one of the least churched cities in the United States—Seattle.


2005 ◽  
Vol 2 (3) ◽  
pp. 285-298 ◽  
Author(s):  
Henrik Hansson ◽  
Paul Mihailidis ◽  
Carl Holmberg

This study aims to comparatively explore the role of the state (federal policy) in distance-education initiatives in the higher education communities of Sweden and the United States. In a globalized context, education institutes now have the capabilities to provide education and educational resources more efficiently and to a wide-ranging and diverse audience. Within the education sector and distance education, the role of the state and federal policy becomes increasingly important, in terms of how distance-education platforms are developed and implemented in institutions of higher education. The first section of this article provides an overview of the United States and Sweden's current higher education and distance-education landscapes, focusing on the role of the state and federal policy with respect to the funding and overall aims of distance education. The development of distance education in Sweden is highly related to political goals and policies, the top down/domestic/‘inside’ approach. The governing body dictates the funding and policy for distance education, and implementation is left to the university body. In the United States, the landscape differs in that no one federal institution provides direct funding or unified guidelines for developing distance education, but universities are left to their own devices and capabilities for implementation. In Sweden, high ambitions and goals are set at the national level, but the educational organizations are changing only slowly. The pressures on the education organizations are high because of steadily decreasing funding and fewer and fewer staff in relation to students. In the United States, education functions primarily as a state and local responsibility. In conclusion, the article aims to exploit the differences between the two countries' role of the state (federal policy) in distance-education policy, and present a middle ground which would be most balanced for distance education, entailing some federal supervision with the allowance for a certain level of autonomy in regards to development, implementation, funding and longevity.


2017 ◽  
Vol 16 (4) ◽  
pp. 337-357
Author(s):  
Daniel J McInerney

Tuning's progress in the discipline of history in the United States since 2009 illustrates the project's continuing capacity to develop “educational structures and programmes on the basis of diversity and autonomy”, maintaining the initiative's original European Union commitment in a markedly different academic environment across the Atlantic. Struggling initially against a backdrop of confusion, hesitancy, and resistance among US faculty, Tuning has been adopted by a steadily expanding number of educators in individual institutions, state systems, and the history discipline's premier professional society. Though operating, at times, in an uneven, imprecise, or pro forma manner, Tuning in the US manages to address several important goals: bringing a more coherent frame of reference to scattered conversations about higher education; framing a more meaningful discussion about the knowledge, skills, and non-monetized “value” developed through higher education; focusing on the central role of faculty discipline experts in the work of assessment, accreditation, and accountability; and engaging professional scholarly societies on questions of teaching and learning.


2021 ◽  
Vol 10 (1) ◽  
pp. 18
Author(s):  
Silvia Di Battista ◽  
Heather J. Smith ◽  
Chiara Berti ◽  
Monica Pivetti

Trust is a fundamental element of educational success. However, compared to what we know about teachers’ perceptions of trust, relatively less is known about students’ perceptions of trust. This paper describes two experimental investigations that tested the effects of authority competence and benevolence on students’ perceptions of trust and their engagement. The investigations also explored whether university identification moderated the influence of authority competence and benevolence on assessments of authority trustworthiness and university engagement. As part of an online experiment administered in the Fall 2010 and the Spring 2011 academic terms, Italian (n = 211; Study 1) and U.S. (n = 226; Study 2) undergraduates were primed to identity or not identify with their university before they read one of four scenarios describing a professor’s behavior (i.e., competent and benevolent; competent but uncaring; incompetent but benevolent; incompetent and uncaring). Results showed that students from both Italy and the United States viewed a competent and caring professor as most trustworthy and an incompetent and uncaring professor as least trustworthy. Furthermore, in both countries, students trusted an incompetent and caring professor more compared to a competent and uncaring professor. University identification did not influence trustworthiness.


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