Curriculum Vitae Helen Elizabeth Haste Harvard Graduate School of Education 613 Larsen Hall Appian Way Cambridge, MA 02138, USA Department of Psychology, University of Bath, Bath BA2 7AY England. Telephone: (USA) +1 617 354 1544 (UK) +44 1225 420230 email [email protected] [email protected] 1 Contents 1.1 Appointments and distinctions 2 2.1 Research activities – summary 5 2.2 Current work 5 2.3 History of my thinking and research 8 3.1 Writings and publications: 10 Books 3.2 Journal articles, scholarly chapters and extended 12 review essays 3.3 Reviews in refereed journals 18 3.4 General and popular science writings 20 4.1 Conferences and public lectures: 23 Keynote addresses and invited conference presentations 4.2 Conference papers 27 5.1 Professional Activities 33 6.1 Contributions to the University community 35 2 1.1 Appointments and Distinctions Date of Birth 17 March 1943 Degrees 1967 B A Honours in Psychology, Class II (i) University of London 1971 M Phil in Social Psychology University of Sussex 1985 PhD in Psychology, University of Bath 1.1.1 Appointments University of Bath 1971 Lecturer in Psychology 1983 Senior Lecturer in Psychology 1992 Reader in Psychology 1998 Professor of Psychology 1997- 2001 Head of Department of Psychology 2008 Emeritus professor Harvard University 1980 Associate, Center for Moral Education, Harvard Graduate School of Education 1981 Mellon Foundation Research Scholar, Henry Murray Center, Radcliffe College 1983 Visiting Scholar, Henry Murray Center, Radcliffe 1998 Visiting Professor, Harvard Graduate School of Education 2003 – Visiting Professor, Harvard Graduate School of Education 3 1.1.2 Distinctions and Offices 1990 Fellow of the British Psychological Society 1991 President, Psychology Section, British Association for the Advancement of Science 1997-99 Vice President, International Society for Political Psychology 2002 President, International Society for Political Psychology 2002 Fellow of the Royal Society of Arts 2002 Honorary Fellow, British Association for the Advancement of Science 2002-08 Vice President, British Association for the Advancement of Science 2004-05 Chair of Council, British Association for the Advancement of Science 2003-04 Leverhulme Research Fellow 2004-06 Research Director, Nestlé Social Research Programme 2005 Nevitt Sanford Award for Contributions to Political Psychology, International Society of Political Psychology 2005 Fellow, Academy of Social Sciences 2007-13 Chair, Journal of Moral Education Trust 2009- Visiting Professor, University of Exeter 2009 Jeanne Knutson Award in recognition of long-standing service to the International Society of Political Psychology 2011 Kuhmerker Career Award, Association for Moral Education 2013 Senior Research Fellow, Hong Kong Institute of Education 2013 Honorary Guest Professor, University of Jinan, China. 4 2.1 Research Activities My work is broadly within developmental, social and cultural psychology. Much of it has focused on adolescence. It is underpinned by a common theoretical framework: the relationship between social/cultural and individual factors in the understanding and construction of meaning I classify my contributions under four interlocking webs of enterprise: theory: theory of development theory of culture and the individual, language, rhetoric and metaphor contributions to moral theory contributions to feminist theory values, morality, politics and citizenship: moral development and ethics relationship between moral, political and social values activism and citizenship competence gender: the psychological effects of stereotyping gender and values cultural metaphors : gender, rationality and science science and culture: public engagement with science: role of metaphor in innovation, representation and change public image, cultural representations, and metaphors of science 2.2 Current Work 2.2.1 Research –ongoing 1. Harvard China Fund in collaboration with Robert Selman and Xu Zhao This 12 month project during 2011-12 involved designing and supervising the collection of data in Shanghai and Nantong, with over 400 students in 8th and 11th grade, on their understanding and beliefs around civic, moral and relational issues, and their emotional regulation. The study involved questionnaires. interviews and focus groups with students, and interviews with teachers (HH, RS and XZ). An experimental study of emotional regulation was conducted in parallel by Sang Biao. Xu Zhao organized the translation and data collection with the help of Sang Biao’s graduate students. Coding and analysis are being conducted by HH, RS and XZ and involving other HGSE doctoral students in coding. The findings suggest important cultural differences between China and our previous Western samples (US and UK) and will contribute to understanding both developmental and cultural processes in civic and moral engagement and development. We have 5 presented several papers at international conferences on this material during the year. 2. EU-funded study of Science Education and Diversity, director Rupert Wegerif, University of Exeter This 6-nation study on Science Education and Diversity, funded by the EU 2010-2013, involves several ‘work packages’ each lead by a different nation, collecting a variety of data on educational practices and on students’ and teachers’ beliefs about the nature of science. The goal is to understand what make science attractive to young people (or otherwise) and how educational practices and policies might improve motivation towards science. The six nations are the UK, Netherlands, Lebanon, Turkey, India and Malaysia. The students are aged 10 and 14. My primary attachment has been to the Dutch team who are responsible for collecting the data on students’ and teachers’ beliefs, understanding and motivation. I worked with this team to develop the questionnaires, interviews and focus groups, and the classroom observations. We drew on a variety of sources for these measures including my own past work on science and culture. The sample has over 9000 questionnaires and over 400 interviews. Some of the measures are also being used in the intervention activity headed by the Lebanese team. I and the Dutch team have continued analysing the questionnaire data and the qualitative material. The findings indicate quite strong cultural variation, notably that Western European students have a less favorable view towards science as a school subject and a longer term career than do the other nations, and that, also, Western European students’ view of the nature of science is less positivistic (‘science is true’) than other nations. Some surprising findings also have been that ‘minority’ students, contrary to assumptions about diversity, are more rather than less interested in science than majority students, and that religious beliefs are positively rather than negatively associated with enjoying science. While there are gender differences in most countries, they are fewer than expected and apply only with 14 year olds, not with 10 year olds. The intervention study explored different forms of classroom teaching (more ‘dialogic’). This study will also make a contribution to understanding cultural as well as developmental processes. We have presented several papers at international conferences and publications are in progress. 2.2.2 Research –recent 1. Project: ‘Picturing to Learn’. The project was part of the Envisioning Science Program at Harvard University’s Initiative in Innovative Computing (IIC). It is funded by NSF, the PI is Felice Frankel. The project explored how using visual representations of concepts in science can both reveal the nature of understanding, or lack of understanding, in students, and also whether engaging in drawing a concept itself leads to increased understanding. Over 3000 drawings from students at Harvard, MIT and Duke Universities were analysed. 6 The team also conducted workshops which revealed the process of concept construction in teams working with visual representations and images. This study has implications for science education, and also for understanding the intersections of visual and linguistic conceptualization. 2. Projects on young people and science. I have directed two recent projects on young people’s images of science and technology, their motivations towards and away from pursuing science beyond school, and the relationship between these and their social values. The data come from two British studies of over 1500 young people aged 11-21. The goals of the projects were to unpack the complex relationships between values and orientations towards, or away from, science and technology and to avoid the rather simplistic ‘pro versus anti-science’ image that sometimes emerges from this domain. The findings show gender effects but these are strongly mediated by interest in science and technology, and undermine some stereotypes. Girls are not as uninterested in science as some studies suggest. A striking finding is that girls care rather more than boys about ethical issues, and the profile of girls who would like a career related to science is rather different from that of boys who would like a career in science. These ‘pro- science’ girls are sceptical of ‘techno-fixes, are quite pessimistic about the future, and care about ethical issues in relation to science. Pro-science boys are more optimistic about the future and about the potential of technology and science to ‘fix’ problems, they are less concerned about ethics and they hold a more positivistic view of the nature of science (2004-9).