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Faculty from Marginalized Groups in the Health and Social Service Professions: Challenging “Expected Academic” Identity and Roles
Abstract
Academics have historically been members of socially dominant groups—white, cisgender, heterosexual men, from middle- to upper-classes, who identify as able-bodied and able-minded. Members of other groups are often disadvantaged. In two larger studies, semi-structured interviews were conducted with professionals from marginalized groups. Here we explore the narratives of 16 participants who explicitly discussed their experiences in faculty positions within the health and social service professions. The expected academic roles of teacher, researcher, and colleague/administrator did not neatly fit for participants, clashing with the expectations they faced by virtue of their marginalized identities. Within the health and social service professions, the norms and expectations of the academy required marginalized faculty to make sacrifices of their time and sense of self to meet job demands. The effects of these role conflicts are pervasive, affecting many areas of academic work and beyond.
... Accordingly, future research could look at gender differences in the effects of work-life balance supports on burnout. In addition to gender differences, other questions that could be addressed include looking at whether members of equity seeking groups such as LGBTQ+ or racialized faculty experience greater job demands [68][69][70], greater challenges around tenure [71,72], and a higher risk of stress and burnout [71,73,74]. Finally, future studies would do well to incorporate longitudinal data and mixed methods (e.g., combining interviews with survey data) to provide a better test of moderation hypotheses and a fuller picture of the dynamic interplay between job demands, job resources, and burnout across time and from different positions in the academic job spectrum. ...
There is growing research suggesting that the workload of university faculty members in Canada and elsewhere has intensified in recent years, with corresponding negative impacts on their mental and physical health, and their productivity. This study examines three hypotheses derived from the job demands-resources (JD-R) model—(1) job demands and burnout are positively associated; (2) job resources and burnout are negatively associated; (3) the association between job demands and burnout is moderated by job resources. Data were collected via online survey of faculty from 15 research intensive universities in Canada. Univariate, bivariate and OLS regression analyses of the data were conducted in SPSS, subsequent moderation analyses were then conducted within SPSS using PROCESS. The initial model supports the basic relationships between job demands, job resources and burnout as proposed by the JD-R model, but some of these associations diminish once interaction terms and control variables are added. No moderation effects were significant in the final model. The findings offer partial support for the JD-R model of burnout in a sample of university faculty and suggest that policies aimed at supporting professional autonomy and opportunity and work-life/family balance are important for reducing risk of burnout.
... However numerous studies have found that the benefits of academic conferences are not distributed equitably, as barriers to attendance exist for many historically under-represented groups within academia (27). This includes women, BIPOC (Black, Indigenous and people of colour), migrant scholars, those from the Global South, early career, precarious, first-in-family, members of the disability and LGBTQIA+ communities, and/or low or no-income academics (28). Indeed, Hanser (29) notes that conferences are often a silent struggle for belonging for academics from these groups. ...
Conferences are invaluable for career progression, offering unique opportunities for networking, collaboration, and learning. However, there are challenges associated with the traditional in-person conference format. For example, there is a significant ecological impact from attendees’ travel behaviour, and there are social inequities in conference attendance, with historically marginalised groups commonly facing barriers to participation. Innovative event design practices that enable academic conferences to be ‘done differently’ are crucial for addressing these ecological and social sustainability challenges. However, while some innovative conference practices have emerged in recent years, largely as a result of the COVID-19 pandemic, there has been little research carried out on the effectiveness of such practices. Our study addresses this gap using a mixed methods approach to analyse a real-world decentralised conference held in 2023, comparing it to traditional in-person conference and fully online conference scenarios. The decentralised format consists of local in-person hubs in different locations around the world, each with a bespoke local programme developed around a shared core global programme. We calculated the CO2 emissions from transport for each scenario and found the decentralised conference had significantly lower emissions than a traditional in-person conference, but higher emissions than a fully online conference. We also interviewed 14 local hub organisers and attendees to gain their perspectives about the ecological and social sustainability benefits of the decentralised conference format. We found that the more accessible and inclusive format attracted a more diverse range of attendees, meaning that the benefits attributed to conference attendance were able to be shared more equitably. This study is the first to provide evidence of the ecological and social sustainability benefits of doing conferences differently; by doing so it can be used in the argument to help transition conferences to a more desirable state in terms of ecological and social sustainability.
... In this paper then, we investigate the non-economic values of DEI that academic conference design communicates, and how this might work to attain more just outcomes in our academic discipline through fostering belonging for historically marginalised academics -those who are not from socially dominant groups. This includes women, BIPOC, those from the LGBTQIAþ community, have a disability, are from working class origins, are students or early career academics, and/or are casual/sessional academics (Pride et al., 2023). We chose to narrow our focus to academic conferences across the events, leisure, tourism and hospitality disciplines as they have been the subject of research on gender representation for a decade (see for instance Chen and Tham, 2019;Falk and Hagsten, 2022;Munar et al., 2015;Walters, 2018;Walters et al., 2021) and are our fields of expertise and lived experience. ...
Purpose
Attending academic conferences is important for career progression. However, conferences can be experienced as exclusionary by historically marginalised groups. Non-attendance through exclusionary event design thus has far-reaching consequences, which is a social and structural justice issue. This research therefore aims to shine a light on event design in academic conferences, and its relationship to diversity, equity and inclusion (DEI).
Design/methodology/approach
Through empirical study, we address the question “Are academic conferences communicating a commitment to DEI for delegates from historically marginalised groups, and if so, how?”. Using a content protocol (Loh et al ., 2022) and signalling theory (Bradley et al ., 2023), we analyse the publicly available conference materials of 70 tourism, leisure, events and hospitality academic conferences planned or convened between 2023 and 2025 to assess DEI discourses and practices for evidence of conference design that fosters inclusivity, belongingness and therefore addresses justice.
Findings
References to one or more elements of DEI were found in the discourses of around one quarter of the conferences. However, for BIPOC [1], precarious academics, those from the LGBTQIA+ or disability communities, those with caring responsibilities, those on low or no incomes or with visa requirements, and to a large degree still for women, there were few signs within conference design practices that could be construed as conveying a welcoming culture. We therefore argue that academic conferences within the fields of tourism, leisure, events and hospitality are perpetuating inequity, exclusion and injustice through failing to give full consideration to whom their event design practices are inviting to participate. This is an opportunity lost, and we provide a checklist for conference organisers to help them communicate that historically marginalised academics are welcome and belong at their event.
Originality/value
We believe this is the first study to take a DEI lens to an examination of academic conferences, and apply a content protocol and signalling theory as analytic tools in the process.
Study Background
The experience of discrimination through stereotyping, profiling, and bias-informed care not only leads to poor access to healthcare services, but low retention rates of Indigenous health professionals (IHP). As health systems transformation evolves, a significant gap remains in supporting IHP to safely address racism, to be supported culturally to bring their authentic selves and voices to work, and to attend to one's own intellectual, physical, relational, cultural and spiritual wellness within a westernized model of care.
Purpose
The aim of the study was to investigate the experiences of IHP working in mainstream healthcare in order to understand how their work environment impacts the delivery of cultural safe practices. What is reported in this manuscript, as an exercise in truth-telling, is findings about lived experiences of IHP working in one mainstream provincial healthcare region, and not the whole context and outcomes of the study.
Methods
Using Indigenous research methodologies, we embodied our Indigeneity into every facet of the research process. We facilitated three talking circles with participants grounded in a distinct cultural and ceremonial context following Secwepemc protocols.
Results
The collective voices of IHP revealed the following common experiences: confronting genocide; addressing Indigenous-specific racism; uprooting toxicity and inequities; and upholding Indigenous human rights while enhancing accountability of systems transformation.
Conclusions
The experience of IHP working in health systems goes beyond mere individual employment obligations, its often about a families and communities advocacy for Indigenous rights, culturally safe working environments and access to dignified and respectful healthcare service. This study highlights the need for IHP to be actively involved in health system transformation to ensure the redesigning and restructuring of healthcare service delivery by and for Indigenous Peoples remains centered on Indigenous health and human rights.
The COVID-19 pandemic has disrupted the international medical education community in unprecedented ways. The restrictions imposed to control the spread of the virus have upended our routines and forced us to reimagine our work structures, educational programming and delivery of patient care in ways that will likely continue to change how we live and work for the foreseeable future. Yet, despite these interruptions, the pandemic has additionally sparked a transformative impulse in some to actively engage in critical introspection around the future of their work, compelling us to consider what changes could (and perhaps should) occur after the pandemic is over. Drawing on key concepts associated with scholar Paulo Freire’s critical pedagogy, this paper serves as a call to action, illuminating the critical imaginings that have come out of this collective moment of struggle and instability, suggesting that we can perhaps create a more just, compassionate world even in the wake of extraordinary hardship.
p>Student evaluations of teaching (SET) are widely used in academic personnel decisions as a measure of teaching effectiveness. We show:
SET are biased against female instructors by an amount that is large and statistically significant
the bias affects how students rate even putatively objective aspects of teaching, such as how promptly assignments are graded
the bias varies by discipline and by student gender, among other things
it is not possible to adjust for the bias, because it depends on so many factors
SET are more sensitive to students' gender bias and grade expectations than they are to teaching effectiveness
gender biases can be large enough to cause more effective instructors to get lower SET than less effective instructors.
These findings are based on nonparametric statistical tests applied to two datasets: 23,001 SET of 379 instructors by 4,423 students in six mandatory first-year courses in a five-year natural experiment at a French university, and 43 SET for four sections of an online course in a randomized, controlled, blind experiment at a US university.</p
Given contemporary attention to diversity and inclusion on Canadian university campuses, and given human rights protections for sexual orientation and gender identity, it is tempting to believe that marginalization is a thing of the past for lesbian, gay, bisexual, transgender and queer (LGBTQ) academics. Our qualitative study (n = 8), focusing on everyday experiences rather than overt discrimination, documents numerous microaggressions, the often-unintended interactions that convey messages of marginality. With colleagues, students and administrators, participants reported isolation, tokenism, invisibility, hyper-visibility, dismissal, exoticization, and lack of institutional support. Maintaining constant vigilance and caution was taxing. The everyday microaggressions that lead to isolation and a sense of dis-ease in pervasively cisgender-normative and heteronormative institutions are very difficult to challenge, as they are not the kinds of experiences anti-discrimination policies and procedures are designed to address.
Debates surrounding class inequality and social mobility often highlight the role of higher education in reducing income inequality and promoting equity through upward social mobility. We explore the lived experience of social mobility through an analysis of 11 semistructured interviews with Canadian academics who self-identified as having working-class or impoverished family origins. While economic capital increased substantially, cultural capital and habitus left many feeling like cultural outsiders. Isolation-both chosen and imposed-reduced professional networks, diminishing social capital. Caught between social worlds, participants mobilized symbolic capital in moral boundary marking, aligning themselves strategically with either their current class status or their working-class roots. While upward social mobility is a path toward reducing economic inequality, the lived experience of social mobility suggests it may exact a high emotional cost.
© 2019 Canadian Sociological Association/La Société canadienne de sociologie.
This paper is based on a larger qualitative study of exclusion and belonging as experienced by members of marginalized groups in the professions. The current analysis draws on a subsample of 13 racialized and Indigenous academics at Canadian universities to examine their experiences of both everyday racism – subtle, almost intangible micro-level interactions that convey messages of not fully belonging – and overt racism and colonialism. Overt experiences were less common, though intensely painful. Though in some ways they are more straightforward to address, as they are more obvious, they also consume considerable time and energy. Instances of everyday racism and colonialism were more common, often intricately interwoven with the very fabric of the institutional culture. Their cumulative nature is exhausting. Diversity initiatives, while popular in contemporary universities, are failing to approach equity, in that they deny the need for change in institutional cultures.
Though Canadian universities are legally required to accommodate disabled employees, disabled faculty still experience difficulties navigating neoliberal performance standards and medicalized conceptualizations of disability. Drawing on data from a qualitative study with Canadian university faculty, this paper explores the experiences of five disabled academics. Our analysis draws on post-structural understandings of neoliberalism, discourse, disciplinary power, and governmentality, as well as Rosemarie Garland-Thomson’s concepts of the fit and misfit. Though the sample is small, this analysis suggests universities pose disabling contexts for academics. Disability is cast as individual responsibility, leaving disabled academics navigating accommodations without institutional support. The normative academic constructed through a discourse of efficiency and productivity is the measure against which disabled academics are evaluated, requiring self-governance to produce themselves as ‘good enough’ academics. Although higher education environments are increasingly diverse, disabled academics are still having to prove their right to exist in academia, hindering their abilities to participate fully.
Maintaining paid work and the occupational identity it entails after onset of multiple sclerosis is important and beneficial. Research consistently shows that employees with multiple sclerosis who are more highly educated and in positions with greater occupational prestige are more likely to remain in the workforce. We ask: what is it about the specific workplaces in which such workers are employed that facilitates these employment outcomes? To answer this question we conducted an exploratory pilot study involving 10 semi‐structured interviews with Canadian academics with multiple sclerosis. Respondents’ adoption of socio‐spatials trategies related to travel, spatio‐temporalr outines, and social networks was central to maintaining a place in the academic workforce. Factors such as flexibility, access to resources, and symptom fluctuation enabled these strategies. The findings show that the relationships between place and occupation are complex in that multiple physical and social spaces and also roles are invoked in maintaining a particular occupational identity.
This article offers the critical concept misfit in an effort to further think through the lived identity and experience of disability as it is situated in place and time. The idea of a misfit and the situation of misfitting that I offer here elaborate a materialist feminist understanding of disability by extending a consideration of how the particularities of embodiment interact with the environment in its broadest sense, to include both its spatial and temporal aspects. The interrelated dynamics of fitting and misfitting constitute a particular aspect of world-making involved in material-discursive becoming. The essay makes three arguments: the concept of misfit emphasizes the particularity of varying lived embodiments and avoids a theoretical generic disabled body; the concept of misfit clarifies the current feminist critical conversation about universal vulnerability and dependence; the concept of misfitting as a shifting spatial and perpetually temporal relationship confers agency and value on disabled subjects.
This article engages with Robert Mizzi’s theorization of heteroprofessionalism to describe the experiences of two queer professors in the fields of Education and Psychology. We explore how heteronormative and cisnormative expectations of post-secondary professors impact professional practices and increase the regulation and surveillance of queer professors in academia. We methodologically employ Grace and Benson’s queer life narratives approach to retell and ground our personal stories of being queer higher education faculty. To do this, we analyze our experiences teaching and working in higher education through a queer poststructural theoretical lens. We then deconstruct how normative ideas regarding professionalism in higher education have regulated our professional practices as professors, particularly pertaining to our respective embodiments, genders, and sexualities. We focus on two nexuses of heteroprofessionalism: paradoxical (in)visibility and queer relationality. These nexuses are used to illuminate heteroprofessionalism as a neoliberal mechanism in higher education that regulates gender and sexual diversity by promoting respectability politics.
The Canadian healthcare system strives to serve a population altered by ever-changing demographics, cultural shifts, and diverse societal populations, and to serve those in rural communities with remote access to health care. The following chapter examines Canada’s current healthcare system and the effects on demand for services and the supply of healthcare providers created by the need to service rural populations, by limited access to medical schools, and by the introduction of foreign medical/health professionals. More specifically, the chapter reviews the symptoms of a strained medical system plagued by “brain waste” due to the non-use of qualified immigrant healthcare professionals, long wait times as a result of inadequate staffing and resources, and a school system that hinders the development of aspiring medical care professionals from rural and international areas. If Canada is to face these challenges with efficacy and vigour, effective human resources management techniques and competent human resources professionals are a necessary prologue. Medical knowledge and skill must be valued; healthcare professionals should be utilized more efficiently to improve healthcare access and minimize brain waste.
Scholarly debate about student evaluations of teaching (SETs) often focuses on whether SETs are valid, reliable and unbiased. In this article, we assume the most optimistic conditions for SETs that are supported by the empirical literature. Specifically, we assume that SETs are moderately correlated with teaching quality (student learning and instructional best practices), highly reliable, and do not systematically discriminate on any instructionally irrelevant basis. We use computational simulation to show that, under ideal circumstances, even careful and judicious use of SETs to assess faculty can produce an unacceptably high error rate: (a) a large difference in SET scores fails to reliably identify the best teacher in a pairwise comparison, and (b) more than a quarter of faculty with evaluations at or below the 20th percentile are above the median in instructional quality. These problems are attributable to imprecision in the relationship between SETs and instructor quality that exists even when they are moderately correlated. Our simulation indicates that evaluating instruction using multiple imperfect measures, including but not limited to SETs, can produce a fairer and more useful result compared to using SETs alone.
Background
Eight out of ten Americans report they experience job stress. Nurses (74%) are reporting acute and chronic stress as a contributing factor to nurse burnout. Stress can be the result of organizational, interpersonal or individual/personal factors and could eventually lead to burnout if ignored. It has long been reported about the shortage of nursing faculty but very little about how current nurse faculty experience burnout. Faculty burnout can be due to a variety of reasons (e.g., employment requirements, working in understaffed environment, lack of support).
Problem
Although stress at work has become common nurses may avoid acknowledging stress. Nurse faculty have not received as much attention related to chronic stress and burnout or recognize personal chronic stress potentially leading to burnout.
Approach
This paper discusses how to recognize the chronic stress that may lead to nurse faculty burnout, provides a case study for reflection and learning, and offers strategies to reduce and avoid burnout.
Conclusion
Nurse faculty may gain greater understanding of stressors leading to burnout, determine if they are experiencing symptoms of burnout and apply strategies to reduce or prevent burnout.
Traditionally, scholars focused their efforts in the domains of clinical care, research, and education; however, the last decade has witnessed the rise of novel areas of development such as innovation, quality improvement, informatics, and recently, digital scholarship. Academic institutions adapted and began considering these fields for academic promotion and tenure. Social media has become a critical space for the dissemination of knowledge and outreach to community and policy makers and also for the creation of communities of practice. This new realm brings multiple challenges, such as the appraisal of the quality and appropriateness of the content, the evaluation of impact on the academe and general populations, coupled to the creation of a system to reward scholars engaged in this novel endeavor. In this article, we describe the current state of academic promotion and the definition, nature, and merit of digital scholarship. We outline new strategies and tools for the assessment of dissemination and impact of these works, such as altmetrics, and finally, we reference innovative concepts on how to organize and use this digital academia on career promotion and tenure.
This article is based on data from a four-year national study of racialization and Indigeneity at Canadian universities. Its main conclusion is that whether one examines representation in terms of numbers of racialized and Indigenous faculty members and their positioning within the system, their earned income as compared to white faculty, their daily life experiences within the university as workplace, or interactions with colleagues and students, the results are more or less the same. Racialized and Indigenous faculty and the disciplines or areas of their expertise are, on the whole, low in numbers and even lower in terms of power, prestige, and influence within the University.
In this article, I address the paradox that university grade point averages have increased for decades, whereas the time students invest in their studies has decreased. I argue that one major contributor to this paradox is grading leniency, encouraged by the practice of university administrators to base important personnel decisions on student evaluations of teaching. Grading leniency creates strong incentives for instructors to teach in ways that would result in good student evaluations. Because many instructors believe that the average student prefers courses that are entertaining, require little work, and result in high grades, they feel under pressure to conform to those expectations. Evidence is presented that the positive association between student grades and their evaluation of teaching reflects a bias rather than teaching effectiveness. If good teaching evaluations reflected improved student learning due to effective teaching, they should be positively related to the grades received in subsequent courses that build on knowledge gained in the previous course. Findings that teaching evaluations of concurrent courses, though positively correlated with concurrent grades, are negatively related to student performance in subsequent courses are more consistent with the assumption that concurrent evaluations are the result of lenient grading rather than effective teaching. Policy implications are discussed.
Student evaluation of teaching (SET) ratings are used to evaluate faculty's teaching effectiveness based on a widespread belief that students learn more from highly rated professors. The key evidence cited in support of this belief are meta-analyses of multisection studies showing small-to-moderate correlations between SET ratings and student achievement (e.g., Cohen, 1980, 1981; Feldman, 1989). We re-analyzed previously published meta-analyses of the multisection studies and found that their findings were an artifact of small sample sized studies and publication bias. Whereas the small sample sized studies showed large and moderate correlation, the large sample sized studies showed no or only minimal correlation between SET ratings and learning. Our up-to-date meta-analysis of all multisection studies revealed no significant correlations between the SET ratings and learning. These findings suggest that institutions focused on student learning and career success may want to abandon SET ratings as a measure of faculty's teaching effectiveness.
Crip Theory attends to the contemporary cultures of disability and queerness that are coming out all over. Both disability studies and queer theory are centrally concerned with how bodies, pleasures, and identities are represented as "normal" or as abject, but Crip Theory is the first book to analyze thoroughly the ways in which these interdisciplinary fields inform each other. Drawing on feminist theory, African American and Latino/a cultural theories, composition studies, film and television studies, and theories of globalization and counter-globalization, Robert McRuer articulates the central concerns of crip theory and considers how such a critical perspective might impact cultural and historical inquiry in the humanities. Crip Theory puts forward readings of the Sharon Kowalski story, the performance art of Bob Flanagan, and the journals of Gary Fisher, as well as critiques of the domesticated queerness and disability marketed by the Millennium March, or Bravo TV's Queer Eye for the Straight Guy. McRuer examines how dominant and marginal bodily and sexual identities are composed, and considers the vibrant ways that disability and queerness unsettle and re-write those identities in order to insist that another world is possible.
This ethnographic study of lesbian, gay, bisexual, and transgender (LGBT) faculty, staff, graduate students, and undergraduates expands the higher education conversation about campus climate beyond the traditional organizational-level paradigm. Findings suggest that LGBT individuals with similar organizational roles shared common experiences and perceptions that were informed by localized socio- spatial environments, or microclimates.
Framed around the notion that chronically ill academics are unexpected workers in an able-bodied work environment, we draw on 35 interviews with Canadian academics with multiple sclerosis (MS) to explore their experiences of seeking accommodation. This analysis draws on and extends Goffman's (1959, 1963) theoretical concepts of ‘frontstage’ and ‘backstage’ performances and ‘stigma’ to show that getting accommodation needs met is not a straightforward process for many academics with MS. We find that seeking accommodations is highly dependent on whether or not one has disclosed having MS to others, and what institutional supports exist to assist disabled faculty members. We draw on the metaphor of ‘going through the back door’ to make sense of this finding. This analysis advances understanding of how chronically ill employees within a particular organizational culture do (or do not) get their needs accommodated, thereby adding to knowledge on chronic illness and disability accommodation in the workplace. It also sheds new light onto how the backdoor metaphor can be applied to understanding lived experiences of disability and chronic illness.
This book is designed for faculty members of all types of higher education institutions and all academic domains who are frustrated, astonished, disappointed, angered, apprehensive, or distrustful of their students’ ratings, and would appreciate answers to their concerns. The book may also be of help to academic administrators—deans, heads of schools, and department chairs—in answering faculty complaints about and objections to student ratings.
Student ratings of instruction (SRI) is one of the most frequently researched and discussed issues in American educational literature in the past several decades. The interpretation of SRI results as a measure of teaching effectiveness has aroused substantial controversy manifested in the considerable body of publications on issues related to the reliability and validity of student ratings. Every year, many new publications claim to “prove” that SRIs are unreliable and invalid, leading faculty and administrators to question the appropriateness of using SRIs to guide personnel decisions.
This book presents dozens of concerns, beliefs, misconceptions, and ‘myths’ regarding potential biasing factors affecting SRIs that have been reported over the years, and that seem to persist and continue spreading. It also presents highly established research evidence refuting these misconceptions and beliefs. This evidence reveals that SRIs soundly correlate with student learning, with the conceptual structure of effective teaching, and with other criterion measures of effective instruction (i.e. alumni, peer, expert, observer, and self ratings). It also shows that factors controllable by the instructor but unrelated to effective teaching (e.g., course difficulty/workload, grades) as well as factors uncontrollable by the instructor (e.g., class size, discipline) do not bias SRI results. Altogether, the book presents impressive research evidence for the reliability and validity of SRI results.
One of the most popular but potentially damaging faculty beliefs is that they can “bribe” students and buy higher ratings by entertaining students, and by reducing difficulty/workload and giving undeserved high grades. Faculty holding this belief may be tempted to manipulate these factors, e.g., to grade higher and to lower the level of difficulty/workload, in order to receive higher ratings from students. These counterproductive behaviors may lead to watering-down the course material and to a decline in the work students invest in their courses, adversely affecting their learning and eventually resulting in and the “dumbing down” of college education. This book presents convincing research evidence that these manipulative behaviors are mostly ineffective in raising teacher ratings.
The book incorporates the scholarship of a wide range of researchers and practitioners, including the author’s own accumulated knowledge and experience throughout over 30 years of research and practice in this domain. Because this book is designed for administrators and faculty members of a wide spectrum of institutions and academic domains, the content is designed to be simple and intuitive, with no professional jargon or knowledge, so as to make reading easy and smooth for the entire range of target readers. The book also provides simple illustrations of many of the main issues involved, based on studies implemented by the author and often demonstrated through tables and graphs.
This book complements another book by the same author that is being published concurrently: Student Ratings of Instruction: A Practical Approach to Designing, Operating, and Reporting. Nonetheless, it can be read independently of the other book. The two books jointly integrate and summarize the conclusions of the major relevant research and publications on student ratings to date, and constitute a reasonably comprehensive overview of the main theoretical and practical issues related to SRIs in higher education. They may be purchased together at a reduced price.
Nurse educators devote caring efforts to those that they educate, and there needs to be an understanding as to how caring relates to the needs of nursing students. Through caring, nurse educators may assist with the challenges of at-risk students and the areas of retention while promoting success in the educational process. Assuring student success is a key to assisting with the nursing shortage and producing of well-educated beginning nurse practitioners.
This article reports on the findings of two pieces of research that were designed to test and challenge widely accepted theories about the causes of gender inequity in academic employment at the national level, and subsequently in a more detailed case study of one of Australia's largest and most prestigious universities. Both research projects used large-scale surveys to capture information about levels of human capital, family responsibilities, career preferences, workloads and objective experiences of appointment and promotion. The case study, conducted in 2002, also utilized focus group discussions with particular groups of women who seemed, from the survey data, to be located just under the glass ceiling. The case study research confirmed the earlier national survey research which concluded that discrimination or bias in appointments, promotions and workloads were not significant in explaining men's domination of the senior levels. It also confirmed the significant gender differences in some kinds of human capital (particularly possession of a Ph.D.). But it also pointed to a quite particular explanation for the failure of women to progress to Level D (associate professor/reader) which involved other more general demographic changes — particularly, high rates of separation and divorce, far higher rates of partnering among men than women and the impact of older children's needs.
The author presents reflections from medical anthropology on the institutional culture of medicine and medical education, which sees itself as a "culture of no culture" and which systematically tends to foster static and essentialist conceptions of "culture" as applied to patients. Even though requirements designed to address cultural competence are increasingly incorporated into medical school curricula, medical students as a group may be forgiven for failing to take these very seriously as long as they perceive that they are quite distinct from the real competence that they need to acquire. To change this situation will require challenging the tendency to assume that "real" and "cultural" must be mutually exclusive terms. Physicians' medical knowledge is no less cultural for being real, just as patients' lived experiences and perspectives are no less real for being cultural. Whether this lesson can be effectively conveyed within existing curricular frameworks remains an open question. Cultural competence curricula will, perhaps, achieve their greatest success if and when they put themselves out of business-if and when, that is, medical competence itself is transformed to such a degree that it is no longer possible to imagine it as not also being "cultural."
The end of student questionnaires?
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Pandemic burnout is rampant in academia: Remote working, research delays and childcare obligations are taking their toll on scientists, causing stress and anxiety
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A profile of Black women in the 21st century academy: Still learning from the "Outsider-Within
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