Don't Call Me That: A Techno-Feminist Critique of the Term Mommy Blogger     

Gina Masullo Chen 《Mass Communication and Society》2013,16(4):510-532

This article argues that although the act of mommy blogging may be empowering, the term itself reinforces women's hegemonic normative roles as nurturers, thrusting women who blog about their children into a form of digital domesticity in the blogosphere. Drawing on 29 blogs posts women wrote debating the term mommy blogger and 649 comments posted on these blogs, the author uses Judith Butler's concept of performativity to rhetorically analyze the term, using a techno-feminist lens and cyber-ethnographic approach. The author asserts that the use of the term mommy blogger continues the culturally ingrained performance of motherhood women learned since childhood, and, in so doing, holds women captive in this subjective norm that may not fit them. The use of mommy, versus mother, highlights the nurturing aspect of motherhood and conjures a prototype of the ideal mother, further marginalizing women by focusing on one attribute that does not apply to all women or even all mothers.  相似文献   

A NEW PERSPECTIVE ON COMMUNITY COLLEGE PRESIDENTS: RESULTS OF A NATIONAL STUDY     

Tom Kubala  Gina M. Bailey 《Community College Journal of Research & Practice》2013,37(10):793-804

The purpose of this study was to compare two surveys of newly appointed community college presidents. The first, conducted in 1997, was published in the Community College Journal of Research and Practice . It was entitled, A National Study on the Community College Presidency (Kubala, 1999). In this study, newly appointed community college presidents were asked about their pathways to the presidency, their motivation to serve, the search process, their first impressions, governance, and learner-centered transformation. Newly appointed presidents were chosen for the study because of the assumption that they were knowledgeable of contemporary issues, team building strategies, planning, and governance. The second survey was meant to lead to a comparative analysis with a new set of presidents. The reasons for selecting these new presidents were the same ones used in the 1997 study. The instrument was essentially the same as well. The participants in this new study were appointed as community college presidents during the period of September 1997 to September 1999. Copies of the survey instrument were sent to 183 presidents, and 101 were completed for a return rate of 55% . An SPSS package was used to collapse the data, and determine cross-tabulations among the participants.  相似文献   

Reconceptualising Discourses of Power in Postgraduate Pedagogies     

Alison Bartlett  Gina Mercer 《Teaching in Higher Education》2013,18(2):195-204

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The Immigrant Experience: Differences in Acculturation,Intercultural Sensitivity,and Cognitive Flexibility Between the First and Second Generation of Latino Immigrants     

Christine N. Christmas & Gina G. Barker 《Journal of International and Intercultural Communication》2014,7(3):238-257

This study tested the assertion that intercultural communication competence develops as a result of intercultural adaptation. Surveys were collected from a sample of 216 first- and second-generation Latino immigrants in the US. It was predicted that first-generation immigrants would score higher on cognitive flexibility, intercultural sensitivity, and biculturalism than second-generation immigrants because of their direct exposure to two cultures. These hypotheses were not supported, as second-generation immigrants scored higher on all three measures. As predicted, bicultural orientation was correlated with both cognitive flexibility and intercultural sensitivity. The findings are discussed with attention to immigrants' acculturation strategies.  相似文献   

Epistemic beliefs: Setting the standards for self-regulated learning     

Krista R. Muis  Gina M. Franco 《Contemporary educational psychology》2009,34(4):306-318

Relations were examined between epistemic beliefs, achievement goals, learning strategies, and achievement. We sought to empirically test Muis’ [Muis, K. R. (2007). The role of epistemic beliefs in self-regulated learning. Educational Psychologist, 42, 173–190] hypothesis that epistemic beliefs influence processes of self-regulated learning via the standards students set for learning once goals are produced. Two hundred one undergraduate students from an educational psychology course completed questionnaires designed to measure the various constructs. Students’ final grades were also collected at the end of the semester. Students’ recollections of course tasks revealed that their epistemic beliefs are activated during learning. Results from structural equation modeling revealed epistemic beliefs influenced the types of achievement goals students adopted, which subsequently influenced the types of learning strategies they used in their education course, and their achievement. Moreover, achievement goals mediated relations between epistemic beliefs and learning strategies, and learning strategies mediated relations between achievement goals and achievement.  相似文献   

#SheBelieves: the use of Instagram to frame the US Women’s Soccer Team during #FIFAWWC     

Ann Pegoraro  Gina S. Comeau  Evan L. Frederick 《Sport in Society》2018,21(7):1063-1077

Abstract

The purpose of the study was to examine of the representation of women athletes during the 2015 FIFA Women’s World Cup. More specifically, we examined how individuals used various event-related hashtags (ie #SheBelieves and #FIFAWWC) on Instagram during the 2015 FIFA Women’s World Cup to frame identity, and challenge or reinforce gender stereotypes from the bottom-up. A content analysis of athlete photos containing #FIFAWWC (n = 706) and athlete photos containing #SheBelieves (n = 629) revealed that users primarily portrayed women athletes as athletically competent. Specifically, nearly 90% of Instagram posts containing either #FIFAWWC or #SheBelieves portrayed athletes in either athletic action or preparing for athletic action. These findings demonstrate that social media provide an opportunity to challenge gender stereotypes in women’s sports and thereby illustrate that social media users are willing to create their own frames around women athletes.  相似文献   

Resisting,Rejecting, and Redefining Normative Pathways to the Professoriate: Faculty of Color in Higher Education     

Jennifer M. Johnson  Ginny Boss  Chrystal George Mwangi  Gina Ann Garcia 《The Urban Review》2018,50(4):630-647

The Faculty of Color Cohort 2014 (FOCC2014) consists of 20 scholars in faculty positions across the country. Here we use the theory of transformational resistance and data from our private Facebook group webpage as a way to understand the resistance enacted by the FOCC2014 as first-year faculty members. Through critical discourse analysis, we investigate how the FOCC2014 Facebook webpage is used to encourage members to actively resist, reject, and redefine what it means to be a faculty member in higher education. Findings provide empirical evidence of the utility of social media as a space for engagement and community for faculty of color across multiple campuses where the racial/ethnic diversity of faculty is limited.  相似文献   

Comorbidity and psychiatric diagnoses among women reporting child sexual abuse     

Owens GP  Chard KM 《Child abuse & neglect》2003,27(9):1075-1082

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Field testing of physiological responses associated with Nordic Walking     

Church TS  Earnest CP  Morss GM 《Research quarterly for exercise and sport》2002,73(3):296-300

This study compared the physiological responses (oxygen consumption and energy expenditure) of Nordic Walking to regular walking under field-testing conditions. Eleven women (M age = 27.1 years, SD = 6.4) and 11 men (M age = 33.8 years, SD = 9.0) walked 1,600 m with and without walking poles on a level, 200-m track. For women, Nordic Walking resulted in increased oxygen consumption (M = 14.9 ml x kg(-1) x min(-1), SD = 3.2 vs. M = 1 7.9 ml x kg(-1) min(-1), SD = 3.5; p < .001), caloric expenditure (M = 4.6 kcal x min(-1), SD = 1.2 vs. M = 5.4 kcal x min(-1), SD = 1.2; p < .001), and heart rate (M = 113.7 bpm, SD = 12.0 vs. M = 118.7 bpm, SD = 14.8; p < .05) compared to regular walking. For men, Nordic Walking resulted in increased oxygen consumption (M = 12.8 ml x kg(-1) min(-1), SD = 1.8 vs. M = 15.5, SD =3.4 ml x kg(-1) min(-1); p < .01), caloric expenditure (M = 5.7 kcal x min(-1), SD = 1.3 vs. M = 6.9 kcal x min(-1), SD = 1.8; p < .001), and heart rate (M = 101.6 bpm, SD = 12.0 bpm vs. M = 109.8 bpm, SD = 14.7; p < .01) compared to regular walking. Nordic Walking, examined in the field, results in a significant increase in oxygen use and caloric expenditure compared to regular walking, without significantly increasing perceived exertion.  相似文献   

Crosscutting concepts and achievement: Is a sense of size and scale related to achievement in science and mathematics?     

Katherine Chesnutt  M. Gail Jones  Elysa N. Corin  Rebecca Hite  Gina Childers  Mariana P. Perez  Emily Cayton  Megan Ennes 《科学教学研究杂志》2019,56(3):302-321

This study examined the relationship between students' (N = 229) concepts of size and scale and students' achievement in science and mathematics over a 3-year period. Size and scale are considered one of the big ideas in science that permeates disparate science and mathematics content areas, yet little is known about the relationship between students' conceptualization of size and scale and students' achievement in science and mathematics. The study used a modified panel longitudinal design to follow the same class of students over a 3-year period. The goal was to explore whether understandings of size and scale are related to achievement in mathematics and science. Results indicated a strong positive significant relationship existed between students' understanding of size and scale and students' science achievement in grades 5 and 8. There was a positive significant relationship between students' concepts of size and scale and students' mathematics achievement in grades 5, 6, 7, and 8. An examination of the relationships is included as well as a discussion of the integration of crosscutting concepts into science and mathematics instruction as a way to support deep learning.  相似文献