Sennett, Richard. “
Introduction: The Cooperative Frame of Mind; and Part Two: Cooperation Weakened.” In
Together : The Rituals, Pleasures and Politics of Co-Operation, 3-34; 133-198. New Haven, CT: Yale University Press, 2012.
Publisher's VersionAbstractDiscusses why people tend to avoid social engagement with those unlike themselves, why increased cooperation is necessary to make society prosper, and the skills necessary for strengthening cooperation.
Shields, Stephanie A. “
Gender: An Intersectionality Perspective.”
Sex Roles 59, no. 5 (2008): 301–311.
Publisher's VersionAbstractIntersectionality, the mutually constitutive relations among social identities, is a central tenet of feminist thinking and has transformed how gender is conceptualized in research. In this special issue, we focus on the intersectionality perspective in empirical research on gender. Our goal is to offer a ``best practices'' resource that provides models for when and how intersectionality can inform theory and be incorporated into empirical research on psychological questions at individual, interpersonal, and social structural levels. I briefly summarize the development of the intersectionality perspective, and then review how the realization of its promise has been diverted by preoccupation with intersectionality as a methodological challenge. I conclude with a discussion of why intersectionality is an urgent issue for researchers invested in promoting positive social change.
Sidanius, James, Shana Levin, Colette Van Laar, and David O. Sears. “
Part 3. The Impact of Specific University Experiences on Sociopolitical Attitudes and Academic Adjustment.” In
The Diversity Challenge: Social Identity and Intergroup Relations on the College Campus, 183-292. New York: Russell Sage Foundation, 2008.
Publisher's Version Smith, Daryl G., Lisa Wolf-Wendel, Bonnie Busenberg, and Associates. “
The Pipeline for Achieving Faculty Diversity: Debunking the Myths.” In
Association for the Study of Higher Education (ASHE) Annual Meeting. Memphis, TN: Association for the Study of Higher Education, 1996.
Publisher's VersionAbstractThis study examined the academic labor market experiences of 393 recipients of Ford Minority Fellows, Mellon Fellows, and certain Spencer Fellows who had recently completed doctoral degrees. Of the original 393 individuals, 78 percent responded to telephone interviews that focused on their hiring experiences relative to eight prototypes, which ranged from "sought after" to "never applied for faculty position." Based on the data, the report addresses and debunks five "myths" of the academic labor market and concludes that institutions can raise the level of qualified candidates by improving the search and hiring process, and by considering nontenure alternatives. The report sees opportunities for diversity decreasing in the future and suggests fellowships as a way to provide important networking links. Additionally, it sets out some strategies and principles of good hiring practice for institutions and suggests also that institutions provide graduate students with support in preparing for the job market and be ethical and honest when opportunities for academic posts are limited.
Sonwalkar, Nish. “
Adaptive individualization: the next generation of online education.”
On the Horizon 16, no. 1 (2008): 44-47.
Publisher's VersionAbstractDespite the predictions and expectations that the online education will become a “killer app” and with major impact on education, the first generation of online education has led to more disappointments than success stories. The current – one-size-fits-all static approach is extremely ineffective and leads to increased effort on the part of faculty and instructors teaching online courses. This paper discusses adaptive learning as an alternative transfer of traditional structures from a geographically-based to an online setting. Design/methodology/approach – This article begins with an overview of the development of online education, and concludes that its initial promise has not been fulfilled because the innovations in technology have not been accompanied by any corresponding changes in the way classrooms are structured. It then proposes adaptive learning as a means by which, with the help of digital resources, learning can be adjusted to the needs and interests of individual students. Findings – To improve current state-of-art and to increase effectiveness of the online education, systems that can adapt the content to match the learning preference of the individual learners, termed as the “adaptive learning systems,” are needed. Systems that will support adaptive learning in a university and college environment will facilitate a paradigm shift for instructors to “guide-on-the-side” from “sage-on-the-stage.” Originality/value – This opinion piece argues the need for a massive restructuring of higher education, using a student-centered model.
Stone, Geoffrey, and et al. University of Chicago Report of the Committee on Freedom of Expression. Chicago: University of Chicago, 2015.
Publisher's VersionAbstractA committee of faculty members from across the University was convened by President Robert J. Zimmer and Provost Eric D. Isaacs, chaired by Geoffrey Stone, Edward H. Levi Distinguished Service Professor of Law. They were charged with crafting a statement “articulating the University’s overarching commitment to free, robust, and uninhibited debate and deliberation among all members of the University’s community.” This report reflects the University of Chicago’s commitment to and tolerance of multiple forms of free expression, an important value of the University and its community.
Latinos: Remaking America. 2008th ed. Berkeley: University of California Press, 2008.
Publisher's VersionAbstractPapers originally presented at the conference entitled "Latinos in the 21st Century: Mapping the Research Agenda," held in April 2000 at Harvard University.
Sugrue, Thomas J. “
Less Separate, Still Unequal: Diversity and Equality in "Post- Civil Rights" America.” In
Our Compelling Interests: The Value of Diversity for Democracy and a Prosperous Society, 39-70. Princeton: Princeton University Press, 2016.
Publisher's Version Swann Jr., William B. “
Self-Verification: Bringing Social Reality into Harmony with the Self.” In
Psychological Perspectives on the Self,
edited by Jerry M. Suls and Anthony G. Greenwald, 367-383. Hillsdale, N.J. Lawrence Erlbaum Associates, 1983.
Swann Jr., William B. Self-Traps: The Elusive Quest for Higher Self-Esteem. W H Freeman & Co, 1996.
Publisher's VersionAbstractIn this wide-ranging and strikingly original book, William Swann not only dissects the mistaken assumptions that underlie current self-esteem programmes, but also incisively analyses the nature of self-worth and the 'self-traps' that make achieving and sustaining a sense of self-esteem so difficult. Self-Traps offers a fascinating, controversial exploration of how self-esteem conflicts develop and are played out in all our relationships. It shows how the authentic achievement of self-esteem is often undermined by social norms of competence and love, and discusses what could be done to encourage and sustain feelings of self-worth in society.