The Academic Trinity

2021 ◽  
pp. 147-164
Author(s):  
Shannon D. Jones
Keyword(s):  
Social Media ◽  
Predominantly White ◽  
Emotional Labor ◽  
Lessons Learned ◽  
Leadership Role ◽  
African American Female ◽  
Predominantly White University ◽  
Affinity Group ◽  
Attitude Learning

This chapter highlights emotional labor from the perspective of a leader with the intersectionalities of being African American, female, and serving in a leadership role at a predominantly white university. Also shared are lessons learned from managing emotion in the workplace including being true to one's self, understanding your purpose, adopting a “put me in coach” attitude, learning to talk to people, finding an affinity group, minding your manners and words on social media, and being inclusive. The chapter concludes with a discussion on the role of inclusion in mitigating emotional labor in the workplace.

scholarly journals Winning when the odds are against you : a narrative inquiry of African American female persistence at a predominantly white university

2021 ◽  
Author(s):  
◽  
Christine M. Woods
Keyword(s):  
African American ◽  
Predominantly White ◽  
Structured Interview ◽  
Influential Factors ◽  
Black Female ◽  
African American Female ◽  
Predominantly White Institution ◽  
Predominantly White University ◽  
White Institution ◽  
Persistence Toward Graduation

African American females are enrolling and graduating college at increasing rates and outpacing their male counterparts to graduation. While their graduation rates increase, narratives of their journeys to and through college are sparse in the literature. This qualitative study examines the narratives of persistence of 10 Black female undergraduates enrolled at a Mid-Western Predominantly White Institution (PWI). Through the lenses of Crenshaw's intersectionality and Bronfenbrenner's ecological systems theory, this study explores factors that impede or promote persistence through the socio-environmental contexts of Black female undergraduates' journeys to and through a PWI. Using a semi-structured interview protocol, participants share stories of persistence beginning from childhood. Interview data underscore family context, faith, and issues of race, gender, and class as influential factors of persistence toward graduation at a PWI. Implications for practice and research are presented, and recommendations for administrators and practitioners are offered.

scholarly journals Positionality: Reflecting on the Research Process

2014 ◽  
Author(s):  
Brian Bourke
Keyword(s):  
Predominantly White ◽  
Students Of Color ◽  
Research Process ◽  
Potential Influence ◽  
Research Setting ◽  
Research Project ◽  
Color Experience ◽  
Predominantly White University ◽  
Challenges And Opportunities

Through this article, the author provides a reflection on the role of positionality in research, following the completion of a qualitative research project. Through the research project, the White researcher sought to explore the ways in which students of color experience a predominantly White university. Drawing on literature and findings from the research project, the author highlights potential challenges and opportunities of being cognizant of one’s positionality. These reflections illustrate the significance of positionality and serve as a reminder of its potential effects on the research process, as well as on participants and the researcher. The manuscript concludes with recommendations for researchers to carefully consider the potential influence of their positionality in any research setting.

scholarly journals Communicating climate change in a “post-factual” society: lessons learned from the Pole to Paris campaign

2019 ◽  
Vol 2 (1) ◽  
pp. 83-93
Author(s):  
Erlend M. Knudsen ◽  
Oria J. de Bolsée
Keyword(s):  
Climate Change ◽  
Social Media ◽  
Science Communication ◽  
Lessons Learned ◽  
Polar Regions ◽  
Awareness Campaign ◽  
Climate Change Science ◽  
Climate Action ◽  
The Impact

Abstract. The politicization of and societal debate on climate change science have increased over the last decades. Here, the authors argue that the role of climate scientists in our society needs to adapt in accordance with this development. We share our experiences from the awareness campaign Pole to Paris, which engaged non-academic audiences on climate change issues on the roads from the polar regions to Paris and through conventional and social media. By running and cycling across a third of the globe, the scientists behind the initiative established connections on the audiences' terms. Propitiously for other outreach efforts, the exertions were not in themselves the most attractive; among our social media followers, the messages of climate change science and action were more favourable, as measured by video statistics and a follower survey. Communicating climate action in itself challenges our positions as scientists, and here we discuss the impact such messages have on our credibility as researchers. Based on these reflections, as well as those from other science communication initiatives, we suggest a way forward for climate scientists in the post-factual society, who should be better trained in interaction with non-academic audiences and pseudoscepticism.

How Do You Feel? Managing Emotional Reaction, Conveyance, and Detachment on Facebook and Instagram

2017 ◽  
Vol 37 (3) ◽  
pp. 127-137 ◽  
Author(s):  
Anson Au ◽  
Matthew Chew
Keyword(s):  
Social Media ◽  
Emotional Labor ◽  
Emotional Reaction ◽  
Critical Distance ◽  
Emotional Reactions ◽  
Perceived Need ◽  
Emotional Detachment ◽  
Default State ◽  
Depth Interviews

Studies of social media and its uses have focused on how it shapes behavior but less so with emotion. Overcoming this limitation, this article investigates the role of emotion in understanding and shaping actions online, and how, conversely, different uses of social media are leveraged to manage and express emotions, focusing on Facebook and Instagram. To this end, this article draws on 24 in-depth interviews with youth users in Hong Kong to excavate practices of emotional labor and management online, which reveal (1) strategies to manage emotional reactions, centering on critical distance; (2) strategies to manage emotional conveyance by manipulating the temporality of the content they produce; and (3) the creation of a digital blasé that consisted of the atmosphere of Facebook and Instagram, sustained by general emotional detachment, the perceived need to detach, and a sense of “watchedness”. Throughout, emotional detachment was the default state that users entered into when using Facebook and Instagram, as an anticipatory reaction to the emotional exhaustion imposed by imagined content and into which they inevitably returned.

Social Media Use during Japan's 2011 Earthquake: How Twitter Transforms the Locus of Crisis Communication

2013 ◽  
Vol 149 (1) ◽  
pp. 28-40 ◽  
Author(s):  
Seong Eun Cho ◽  
Kyujin Jung ◽  
Han Woo Park
Keyword(s):  
Social Media ◽  
Crisis Communication ◽  
Media Use ◽  
Leadership Role ◽  
Social Media Use ◽  
Peer Communication ◽  
Disaster Communication ◽  
Twitter Account ◽  
Use Of Social Media

This article explores social media use during Japan's 2011 earthquake. In the era of social media, this earthquake provides an opportunity for analysing the role of communication during a crisis. To explain how social media use transforms the locus of crisis communication, we collected sufficient data on tweets in Japan from the Twitter public timeline during the earthquake and examined the Japanese government's Twitter account and its URLs. The results indicate that crisis communication on Twitter was led by peer-to-peer communication and relied on peer-generated information. In addition, the government's traditional leadership role in exercising tight control over crises and facilitating disaster communication was not clearly apparent on Twitter. By examining the shift in the locus of crisis communication through social media, this study provides new insights into the current use of social media.

scholarly journals Being Special: Nostalgia through Special Rates Areas and Community Improvement Districts in Cape Town Suburbs

2018 ◽  
Vol 8 (2) ◽  
pp. 1-16
Author(s):  
Zarreen Kamalie
Keyword(s):  
South Africa ◽  
Social Media ◽  
Predominantly White ◽  
Cape Town ◽  
Media Discourse ◽  
Economic Exclusion ◽  
Media Discourse Analysis ◽  
Community Improvement

This paper explores how memories and nostalgia inform the rationale of implementing Community Improvement Districts (CIDs) or Special Rates Areas (SRAs) as a means of crime prevention and urban maintenance in two formerly ‘whites-only’ Cape Town suburbs; Rondebosch and Mowbray. Through an exploration of the remembering, the maintenance and the resuscitation of an idealized past in a suburb that remains predominantly white after years of racial and economic exclusion, this paper interrogates the role of long-term resident nostalgia in post-apartheid South Africa in maintaining spatial apartheid. Using Svetlana Boym’s (2001) framework of nostalgia, particularly ‘restorative nostalgia’ and ‘reflective nostalgia,’ to interpret the memories of residents interviewed, this paper argues that it is nostalgia for an idealized past and a remembered specialness that sustains mentalities that give rise to spatially exclusive SRAs and CIDs. In this paper, public and social media discourse analysis and resident interviews allow us to understand residents’ memories and discussions around crime and urban degeneration and homelessness in Rondebosch. The purpose of this paper is to contribute to questions about spatial exclusivity in residential spaces in the post-apartheid era, particularly in a city that retains the legacy of spatial apartheid.

Quality Management in U.S. High Schools: Evidence from the Field,

2000 ◽  
Vol 10 (2) ◽  
pp. 158-187 ◽  
Author(s):  
James R. Detert ◽  
Michelle E. Bauerly Kopel ◽  
John J. Mauriel ◽  
Roger W. Jenni
Keyword(s):  
High Schools ◽  
Quality Management ◽  
National Sample ◽  
Lessons Learned ◽  
Leadership Role ◽  
Quality Practices ◽  
Critical Leadership ◽  
Effective Use ◽  
And Training

This article reports on the first stages of a longitudinal study examining the implementation of a reform effort in high schools known as Quality Management (QM). Quality Management is defined as the use of the following seven practices: continuous improvement, customer focus, systems thinking, leadership, studying and evaluating processes, data-based decision making, and training. Interview and survey data from a national sample of purposively chosen high schools show limited results in terms of the effective use and institutionalization of the seven Quality practices by classroom teachers, though the lessons learned and examples of best practices are instructive. Contextual factors that aid or inhibit the implementation QM practices are identified and explicated. The findings provide insight into the implementation of systemic school reform efforts, with particular emphasis on the critical leadership role of principals.

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