Academic Home Research Articles

Here on the Margins: My Academic Home

It's not news, or it shouldn't be, that the academy is structurally hostile to meaningful diversity. the reasons FOR this are numerous, and many of them are represented in Written/ Unwritten: Diversity and the Hidden Truths of Tenure—an anthology I edited that features essays and interviews with academics of color. It includes interviews with Houston Baker, Jr., a past MLA president, and Cheryl Wall, Board of Governors Zora Neale Hurston Professor of English, along with an essay by Wilson Santos, an artist, poet, and adjunct professor. I framed the collection with an introduction that shows how the rhetoric of merit used to deny faculty members of color tenure was once used to deny them employment at predominantly white institutions and a conclusion that explores how social media are reshaping how academics of color cope with institutional racism. It's not work I planned to do, and until I stumbled on bell hooks's writing about marginality in Yearning: Race, Gender, and Cultural Politics during my research for the project, I had mixed feelings about it.

Factors Impacting Library Visibility on Academic Institution Home Pages

This study identifies factors affecting the placement of the library on post-secondary academic institution home pages. The study is a mixed method research project, consisting of content analysis of 357 home pages from all types of institutions and 15 interviews with web librarians and institution webmasters. Institution home pages were coded according to an author-developed library visibility scale. Quantitative analysis of the results indicated that financial status (public, private, or for-profit), highest degree offered, and institution size were potential factors influencing library link placement. Interviews confirmed that financial status and degree offered influenced library visibility in relation to the home page's function and the institution's marketing efforts. Additional local factors such as advocacy, engagement in web decision-making or technology, institutional understanding of the library's role, and accreditation were found to influence link placement.

Murray John Littlejohn and Patricia Gordon (Patsy) Littlejohn

Murray John Littlejohn and Patricia Gordon (Patsy) Littlejohn

Extending a Provocative Tradition: Book Reviews and Beyond at AMR

Extending a Provocative Tradition: Book Reviews and Beyond at <i>AMR</i>

Academic Goal Orientations and Junior Secondary School Students’ Performance in Home Economics

The aim of the study was to investigate the relationship between sel ected Academic Goal Orientation (mastery-avoidance and performance-avoidance) and Junior Secondary School Students’ Performance in Home Economics in Uyo Educational Zone of Akwa Ibom State. Two null hypotheses were tested at 0.05 level of significance. The study adopted a survey research design. The population for the study comprised of 3000 Junior Secondary school students in Uyo educational zone. Stratified random sampling technique was used to select 250 students as sample for the study. Two instruments were used for data collection; a structured questionnaire tagged Academic Goal Orientation Questionnaire (AGOQ) and Home Economics Performan ce Test (HEPT). Data obtained was analysed using Pearson Product Moment Correlation analysis. The study revealed that there is a significant relationship between mastery-avoidance and performance

Liberating minds: Consciousness-raising as a bridge between feminism and psychology in 1970s Canada.

This article examines the interrelations between psychology and feminism in the work of feminist psychologists and radical feminists in Toronto in the early 1970s. For Canadian feminist psychology as well as for second-wave activism, Toronto was a particular hotspot. It was the academic home of some of the first Canadian feminist psychologists, and was the site of a lively scene of feminists working in established women's organizations along with younger socialist and radical feminists. This article analyzes the interrelations of academic feminist psychology and feminist activism by focusing on consciousness-raising, a practice that promised to bridge tensions between the personal and the political, psychological and social liberation, everyday knowledge and institutionalized knowledge production, theory and practice, as well as the women's movement and other spheres of women's lives.

Coming (Back) to Performance Studies Part II: Graduate School Flashback—A Slightly Fictionalized Ethnographic Narrative (in Three Parts)

Part II of the continuing saga of junior faculty follows Barbie into a flashback at the end of her graduate school career and the beginning of her search for an academic home.

Comments and Reflections on Family Coaching: An Emerging Family Science Field

What is and what is its relationship to other family-serving professions? For the purposes of journal, it is most appropriate to focus on how family coaching relates to family life education.Family life education (FLE) is a fairly young profession that is still exploring its identity. This is consistent with the fact that its academic home - family science - also is struggling with its identity (see Hamon & Smith, 2014; Hans, 2014). As part of the process of establishing FLE's identity, the National Council on Family Relations (NCFR, n.d.-a, n.d.-b) has established core content areas and a certification program and has worked to have FLE declared a unique job classification with the U.S. Department of Labor. The identity of FLE in relation to other family-serving roles was addressed first by Doherty (1995) and most recently by Myers-Walls, Ballard, Darling, and Myers-Bowman (2011). These efforts ask the question: What is FLE and how is it related to other family-related roles? The article in issue by Allen and Huff asks the same questions regarding family coaching (FC).Categorization is an important process in human thought. It starts early in children's cognitive development. Children first learn this is red, and is not red. They learn about similarities and differences, what things belong together, big and little, human and animal, fruit and vegetable-and then they get to the tomato. Is it a fruit or a vegetable? Some categorizations are easier than others. Allen and Huff's article in issue reminds me of these struggles with categorization. They provide a provocative and challenging reflection on what FC is and what it is not when compared to FLE and other family-serving professions. Using the domains of family practice (DFP; Myers-Walls et al., 2011) as a jumping-off point, they suggest that the practitioners of FC are forging a new domain of family practice that is different from FLE, Family Therapy (FT), and Family Case Management (FCM). Not only does lead me to think of the challenges of categorization; I am also reminded of a quote by Robert Frost (n.d.): Before I built a wall I'd ask to know What I was walling in or walling out, And to whom I was like to give offense. I find myself asking, does FC require a new domain category in the DFP model, and what are the implications of doing so? Should we build walls around it?To use a categorization framework, one must understand the items being categorized along with the framework itself and its assumptions. I looked for a clear description and definition of family coaching in article, and I also looked for an informed comparison with FLE, FT, and FCM. I gleaned the following defining and descriptive characteristics of family coaching from various places in the document: (a) Coaches guide clients, offer support, and cultivate bio-psycho-social growth opportunities; (b) Coaches set goals with clients and partner with them to work toward the goals and aspirations the clients choose for themselves; (c) Coaching uses a strengths-based approach and helps clients reach their potential and optimal functioning, helping successful people to become more successful and actualized; (d) Coaches try to increase clients' competence, commitment, and confidence in relation to achieving their goals and try to help them gain insight, knowledge, and skills to make meaningful changes in their lives; (e) Coaches establish a process-driven, equal, warm, empathetic relationship/partnership with individuals or family systems and engage families as partners in the change process; (f) Coaches use techniques such as powerful questioning, goal-driven work assignments, assessments, and accountability; and (g) Coaching services are comprehensive.Although these characteristics are helpful to provide a picture of family coaching, a number of questions remain for me. They follow in no particular order. First, what does it mean to partner with clients? …

‘That women’s writing thing you do’ Reflections on Early-Career Decision Making

This article takes its title from an experience in a liminal moment after completing a PhD but not yet finding a comfortable academic home to offer reflections based on what to contemplate when making decisions after the PhD. It considers how to find spaces to work in which there is the possibility for congruency between what we do, what we believe in and the realities of needing to earn a living. These reflections and experiences are read through the theoretical lens of work on gendered silences and the relationships of our gendered selves to knowledge and research. The article interweaves narratives of early-career decisions, gendered and feminist experiences of cultural studies with the relationships between me and my research project.

Word and Music Studies: Essays on Performativity and on Surveying the Field.

Word and Music Studies: Essays on Performativity and on Surveying the Field.

Academic medical product development: an emerging alliance of technology transfer organizations and the CTSA.

To bring the benefits of science more quickly to patient care, the NIH National Center Advancing Translational Sciences (NCATS) supports programs that enhance the development, testing, and implementation of new medical products and procedures. The NCATS clinical and translational science award (CTSA) program is central to that mission; creating an academic home for clinical and translational science and supporting those involved in the discovery and development of new health-related inventions. The technology transfer Offices (TTO) of CTSA-funded universities can be important partners in the development process; facilitating the transfer of medical research to the commercial sector for further development and ultimately, distribution to patients. The Aggregating Intellectual Property (IP) Working Group (AWG) of the CTSA public private partnerships key function committee (PPP-KFC) developed a survey to explore how CTSA-funded institutions currently interface with their respective TTOs to support medical product development. The results suggest a range of relationships across institutions; approximately half have formal collaborative programs, but only a few have well-connected programs. Models of collaborations are described and provided as examples of successful CTSA/TTO partnerships that have increased the value of health-related inventions as measured by follow-on funding and industry involvement; either as a consulting partner or licensee.

Survey of the Professors of Child Neurology: Neurology Versus Pediatrics Home for Child Neurology

BackgroundThe optimal academic home for child neurology programs between adult neurology versus pediatric departments remains an open question. The Professors of Child Neurology, the national organization of child neurology department chairs, division chiefs, and training program directors, was surveyed to evaluate the placement of child neurology programs. MethodsProfessors of Child Neurology members were surveyed regarding the placement of child neurology programs within adult neurology versus pediatric departments. Questions explored academic versus clinical lines of reporting and factors that may be advantages and disadvantages of these affiliations. Issues also addressed were the current status of board certification and number of clinics expected in academic child neurology departments. ResultsOf 120 surveys sent, 95 responses were received (79% response rate). The primary academic affiliation is in neurology in 54% of programs versus 46% in pediatrics, and the primary clinical affiliation is 45% neurology and 55% pediatrics. Advantages versus disadvantages of one's primary affiliation were similar whether the primary affiliation was in neurology or pediatrics. While 61% of respondents are presently board certified in pediatrics, only 2% of those with time-limited certification in general pediatrics plan to be recertified going forward. Typically six to eight half-day clinics per week are anticipated for child neurologists in academic departments without additional funding sources. ConclusionsOverall, leaders of child neurology departments and training programs would not change their affiliation if given the opportunity. Advantages and disadvantages associated with current affiliations did not change whether child neurology was located in neurology or pediatrics. Board certification by the American Board of Psychiatry and Neurology in child neurology is virtually universal, whereas pediatric board certification by the American Board of Pediatrics is being maintained by very few. Most academic child neurology programs expect 3-4 days of full-time clinics by full-time faculty.

The ‘entrepreneurial university’, family and gender: changes and demands faced by fixed-term workers

Managerialism and neoliberal changes and demands influence the work and family lives of academics differently in different positions and contexts. In this article, I explore how Finnish academics on short fixed-term contracts have been treated, and how they interpret recent changes and their effects on their work and private lives. I ask how the demands and changes are gendered and what consequences they have for work–family balance and gender equality, as well as whether the changes have been internalised or resisted. Managerialism seems to create new ways to govern oneself and to approach academic work, home, children and gender. I argue that these profound changes are veiled by more visible reforms that seem to threaten academic autonomy, such as time surveillance.

In Memoriam

In Memoriam

Martin P. Levin Mentorship Award--Thoughts on Mentoring

I consider the Martin P. Levin Mentorship Award to be the highlight of my academic and professional life. Like many of us, I have spent my entire career training and mentoring both students and young professionals for careers in pediatric psychology. It is indeed an honor to be recognized for this work and to be included in a select group of dedicated and talented mentors. I would like to take the opportunity to express my gratitude to the Levin family for making this award possible, and to the Society of Pediatric Psychology (APA Division 54) and members of the Awards Committee for this extraordinary honor. I am also grateful to Oklahoma State University for providing me with an academic home and abiding support for the past 23 years. Perhaps, most of all, I would like to thank my many students for keeping me on my toes all these years and for giving me the opportunity to learn along with them. In the spirit of full disclosure, I must admit that I am a devoted disciple of the notion that although ‘‘pluck and initiative’’ are important ingredients for success, none of us are truly self-made and our accomplishments are owed in large part to extraordinary opportunities (Gladwell, 2008, p. 18). Throughout my training and professional career, I have been the beneficiary of many extraordinary opportunities to learn from and work with a myriad of noteworthy pediatric psychologists. My first job in the field was an undergraduate research position at the University of Oklahoma (OU) Health Sciences Center, where my formative years were spent working with and learning from Gene Walker, Logan Wright, Roberta Olson, Charles Elliott, and Larry Mullins. I was fortunate to earn my PhD at the University of Missouri under the mentorship of Lizette Peterson-Homer—who forgot more about research and scholarship in her lifetime than I will ever know. On internship at the OU Health Sciences Center, I was awestruck by the luminary pediatric psychology pioneers whose names occupied the former interns plaque outside my office door, including Diane Willis, Michael Roberts, and Don Routh. During that time, I was introduced to one of Don Routh’s former students, Denny Drotar, who has been an unwavering source of support for me in many capacities for over two decades. Among the more remarkable features of these relationships is that in several instances they constituted informal mentoring experiences and, moreover, they have continued throughout my professional life. Having had the benefit of both formal and informal mentoring from many influential pediatric psychologists over the course of my career inspires me daily to elevate my game and make every effort to pass on to my students the quality research, training, and mentorship experiences I received from so many.

Having Scholarly Impact: The Art of Hitting Academic Home Runs

With more and more academics feeling more and more pressure to produce numbers of publications, I articulate the value of papers that are perhaps fewer in number, but have more impact on the subseq...

Anthony G. Hopwood: Academic Iconoclast and Entrepreneur 1944–2010

A nthony Hopwood was born on May 18, 1944 in Stoke-on-Trent in England and died on May 8, 2010 in Marlow, England. He was a pioneer in behavioral accounting research. He contributed to that area with both his research and as the founding editor of Accounting, Organizations and Society (AOS), the leading behavioral accounting research journal, the reason for which he likely is best well known by scholars internationally, both in and outside of accounting. He held that position for 35 years. As Zeff (2008, 3) described it, in his remarks introducing Anthony at his Hall of Fame induction:

Breaking with Tradition: Video Games as an Alternative Tool for ESL Instruction in Puerto Rico's Public Schools

&#x0D; &#x0D; &#x0D; Puerto Rico's public school system has been teaching English as a second language for more than a century but has been unable to increase proficiency rates among students at all levels. A lack of physical and economical resources, combined with a disconnect at the governmental and educational levels, have resulted in an island population that not only does not speak English but sees the language as little more than a tool for employment. Many Puerto Ricans have little or no opportunity to actively connect what they learn in the English classroom to their daily lives due to the absence of a true English-speaking environment. It is possible that video games may serve to bridge the gap between academic content and home life by offering persistent opportunities to use English in authentic contexts and in real time.&#x0D; &#x0D; &#x0D;

Professor Trefor Jenkins: A tribute

Trefor Jenkins is a true Welshman, born in Wales at Merthyr Tydfil on 24 July, 1932, in a Glamorgan coal mining valley and within a coal mining family. He lived with his extended family and went to school at the local junior school and on to the grammar school. He then moved to London to study medicine at King's College, University of London, and Westminster Hospital. After graduating in 1956, he took a position in the Royal Army Medical Corps, then one with the South Wales Regional Hospital Board. He emigrated to Zimbabwe (then Southern Rhodesia) in 1960 to take up a post as medical officer at the Wankie Colliery Hospital. There he first came across sickle cell anaemia, which stimulated his life-long interest in both haematology and genetics. With a young family, he moved to South Africa to work firstly in a Durban hospital and then in Johannesburg at the University of the Witwatersrand Medical School (where he says he found his academic home), with Professor Philip Tobias, in Anatomy.

ANGELA McROBBIE INTERVIEWS HERSELF

I owe so much to Birmingham and the Centre for Contemporary Cultural Studies (CCCS). Often when colleagues ask me about it I freeze for a moment, ashamed that I did not make more of it, as though I squandered something and was unable or incapable of making the most of this incredible opportunity. I was quite sure during my undergraduate years in Scotland that I wanted to teach and do research. I was interested in gender, popular culture and sexuality. This was 1972–1973 and topics like these came under the rubric of ‘deviancy’. Actually, it was romance and feminine conformity that was the problem I wanted to investigate, but only deviancy theorists were keen to support my studies. They were enthusiastic, and I still thank them for their support (people like Laurie Taylor, the late Paul Walton, Jock Young, and the late Stan Cohen) but they were mostly obsessed with football hooligans, drug-takers, or with Mods and Rockers, and so criminology did not feel like the right academic home for me. Only in Birmingham was there the academic space which connected everyday phenomena with the serious study of cultural forms, such as girl's magazines. I still love those Jackie covers and the whole visual world of that teenage magazine, with the line-drawing romance stories and the fashion sketches of girls with vast eyes and bell-bottom trousers.