CENTER for WOMEN's & GENDER STUDIES

Total Page:16

File Type:pdf, Size:1020Kb

CENTER for WOMEN's & GENDER STUDIES CENTER for WOMEN’S & GENDER STUDIES The University of Texas at Austin 2006-2007, Vol. IX, No. 1 Newsletter of the CENTER for WOMEN’S & GENDER STUDIES Director’s Column Gretchen Ritter In this issue: January 2007 Spring Events Calendar!!!3 One of our goals for CWGS this year is to become more involved in community engagement work. There has been Academic News!!!4 a trend in recent years for universities to promote New MA Students!!!5 community engagement and service learning. The trend is borne from a growing awareness that faculty and students 2006-2007 FDP New Faculty Fellows!! ! 6 can learn a great deal from community members engaged Bibliographer’s Corner"""8 in addressing the social problems that concern us. If we want to understand the social and physical challenges that CWGS Affiliate News!!!8 accompany breast cancer, then we might meet with the staff at the Susan G. Komen Foundation, to learn about Apply for Student Awards !!!11 their public education and community support work. If we want greater insight into the challenges facing adolescent girls in low income communities, then we might visit with the troop leader and girls from the Girlscouts Behind Bars Judith Scott, General Counsel of the Service Employees International program – a troop for the daughters of women who are Union gives the keynote address at the Gender & Labor Conference. incarcerated. As a research program at a public university, we also feel a responsibility to give back to the community by making our expertise and understanding available to schools and community organizations that seek to assist girls and women. An example of where this effort has taken us is a recent meeting we held with Jeanne Goka and Aracell Ortiz, the principal and curriculum director of the Ann Richards School for Young Women Leaders. This new AISD middle school is slated to open in the fall of 2007. (Cont. Page 2) Scott was instrumental in implementing the Pregnancy Discrimination Act in 1979. annual theme Our annual theme for the 2006-2007 academic year is Gender, Politics, and women’s and gender studies Leadership. Our workshops, conferences, colloquia, and film screenings are always open to the entire UT community and the broader public. 2007 http://www.utexas.edu/cola/centers/cwgs/events/ Director’s Column – Continued It will be an all girls school, which seeks to primarily serve students from low income neighborhoods. As part of the curriculum for this school, the girls will learn about wellness and leadership. The school will also emphasis college preparation, particularly in the fields of science, technology, engineering and mathematics. For our meeting, we brought together gender studies faculty from all over campus with expertise concerning the challenges facing adolescent girls, particularly in school. We had faculty from Radio- Television-Film, Sociology, Social Work, Curriculum and Instruction, Psychology, Government, and Public Affairs present at this meeting. We were able to provide assistance and advice, and were quickly signed up as speakers and mentors for the new school. We also explored research opportunities with the school, so that our faculty can study the work they do to learn what’s effective in assisting these young women. There may even be opportunities for some of our students to do internships at the school. We hope to foster more of these relationships in the future – which benefit our students and faculty, and provide assistance to our local community. The opening of this school is testimony to the inspiration and commitment of former governor Ann Richards, who passed away this past September. At the time of her death, Richards was working with AISD to plan and find support for this school. Richards began her public career as a teacher, and she believed strongly that education was key to creating opportunity for people from all communities. (http://www.annrichardsschool.org/) Ann Richards was an extraordinary woman who enriched the lives of many. In addition to being the first woman elected governor of Texas on her own terms, Richards was one of the founders of the Foundation for Women's Resources, Leadership Texas, and the Women's Museum. We were privileged to have Ann Richards teach a course for our undergraduates in 2005 on “Women, Leadership, and Life”. The course considered the particular challenges and opportunities that women face as they assert leadership. The course provided an extraordinary experience for our students. As Stephanie Green, Richards’s teaching assistant, said: "The course was unique--intimate and focused on professional and life skills. As a teacher, Gov. Richards treated the women as equals, as professionals destined to become the future leaders of Texas." Richards was also a supporter of the Center, and one of the original members of the CWGS 300 Club started by Lucia Gilbert on the mid-1990s. Our work with the Ann Richards School is one small step in our effort to honor this great woman’s legacy. Do you (or someone you know) want to make a difference in the world? You can - by supporting efforts to understand the challenges that girls and women face and to create opportunities that will enrich their lives. To help us continue our important work, we hope you will consider contributing to our program. For more information, please go to - http://www.utexas.edu/cola/centers/cwgs/giving/ More Information on our events can be found on the CWGS Website: http://www.utexas.edu/cola/centers/cwgs/ CALENDAR 23rd & 24th “Comparative Social Models in the US and Europe” CWGS Spring 2007 Events Co-sponsors: Center for European Studies, The UT- France Institute, and the LBJ School January Thompson Conference Center 19th 27th Cindy Menches Katherine Ewing “Women in Construction: A Roadmap for Increasing “Islam, Democracy, and Identity: Women’s Employment in the U.S. Construction Industry” Comparing the Experiences of Muslim Immigrants in New Faculty Colloquium Germany and the US” 12noon, GEB 3.312 Diversity and Religion in American Public Life Series 6–8 pm, LBJ Library Atrium 23rd “Water” (India, 2005) Directed by Deepa Mehta March (Women’s History Month) Claiming Ourselves: Women, Power & Leadership Film Series Reflections: A Celebration of Works Co-sponsors: the Austin Film Society, Panel discussion CWGS Faculty Affiliates present new publications follows screening Date, Time, Location, TBA 7-10pm, CAL 100 2nd 25th James A. Wilson, Jr. Alice M. Agogino, Roscoe and Elizabeth Hughes Professor “The AIDS Crisis in Kenya: Assumptions and Realities of Mechanical Engineering, University of California, about Sexual Norms and Identities” Berkeley, California. New Faculty Colloquium “Beyond Bias and Barriers: Gender Equity in Academia “ 12noon, GEB 3.312 3:30-5pm, Santa Rita room, UT Union 3rd Explore UT February “Great Texas Women” University of Texas at Austin 1st EJ Dionne “Religion, Social Justice and the Welfare State” 6th Diversity and Religion in American Public Life Series "Beauty Academy of Kabul" 6-8pm, Lone Star Room, Frank Erwin Center Produced by Liz Mermin (US 2004) Claiming Ourselves: Women, Power & Leadership Film Series 2nd Panel discussion follows screening Evelyn Clingerman 7-10pm, CAL 100 “Insider/Outsider Team Research With Farmworker Women During Migration” New Faculty Colloquium 20th 12noon, GEB 3.312 Amy Caiazza “The Ties That Bind: Women’s Public Vision for Politics, Religion, and Civil Society,” 5th Diversity and Religion in American Public Life Series Interdisciplinary Grantwriting Workshop 6–8 pm, LBJ Library Atrium Presenters: Mark Hayward, Sharon Brown, Sharon Strover, Richard Flores Noon-1:30pm, GEB 3.312 22nd Nancy Folbre “Valuing Children: Rethinking the Economics of Family 16th Co-sponsor: the Population Research Center Shannon Cavanaugh Time, Location TBA “Gender and Puberty in Adolescence” New Faculty Colloquium (Events continued on Page 4) 12noon, GEB 3.312 3 March 30th Keffrelyn Brown Academic News “Dangerous Liaisons: Exploring the Complex Relationships by Associate Director & Graduate Adviser Susan Sage between Risk Knowledge, Academic Achievement and Heinzelman, Graduate Coordinator Alma Jackie Salcedo Teacher Practice”. New Faculty Colloquium 12noon, GEB 3.312 New Undergraduate Major in Women’s and Gender Studies! April The undergraduate major in Women’s and Gender Reflections: A Celebration of Works. Book Party! Studies was finally approved by the Texas Higher Date, Time, Location, TBA Education Coordinating Board. The new major advising code is:# L96000. This is the code which students and 3rd staff will use to identify the major for registration "Moolaadé" purposes, etc.# Directed by Ousmane Sembene (Senegal 2004) Claiming Ourselves: Women, Power & Leadership Film Students: please remember that you must apply for Series graduation in addition to completing degree and major Panel discussion follows screening requirements in order to receive a Bachelor of Arts with 7-10pm, CAL 100 a major in WGS.# Simply completing the requirements will not result in the award of degree. 5th One of the advantages of belonging to the Women's and Emerging Scholarship in Women’s and Gender Gender Studies program is the individual attention that Studies Conference students our receive. Our staff is still receiving training 8:30am-4:30pm, Campus Club, WWH for advising the new major; however we would like to invite our undergraduate students to come visit our 10th offices in Walter Webb Hall (Campus Club), and get to Judith Weisenfeld know our faculty and staff. “Projecting Blackness: African-American Religion in American Film” Diversity and Religion in American Public Life Series CWGS MA Graduate Program: 6–8 pm, LBJ Library Atrium Creating a sense of community has always been one of our goals. This semester we plan to reach out to our WGS Portfolio students in other departments. In order to 13th foster stronger connections, we have several events Sonia Seeman planned during the semester including the Student “Get Up, Mari Dudu: Reconfiguring Gender through Conference in April and a small reception for our MA Political Discourses among Roman (‘Gypsy’) Women in and Portfolio students where they will have the Western Turkey” opportunity to socialize and present their academic work New Faculty Colloquium together.
Recommended publications
  • Selected Books, Articles, and Monographs for the Guidance Of
    Dnet,MFti R F SUMF CG 002 982 ED 023 121 24 By -McGuire, Carson Behavioral Science Memorandum Number10. Texas Univ., Austin. Research andDevelopment Center for TeacherEducation. Spons Agency -Office of Education(DHEW), Washington, D C. Report No -BSR -M -10 Bureau No -BR -5 -0249 Pub Date 66 Contract -OEC -6 -10 -108 Note -36p.; Includes Addenda toBehavioral Science MemorandumNumber 10. EDRS Price MF -$025 HC -$190 Development, *Teacher Education Descriptors -*Annotated Bibliographies,*Child Development, *Human Number 10 was theinitial venture intoannotating Behavioral Science Memorandum of busy instructors selected books, articles,and monographsfor the guidance responsible for teacher education.The responses to theannotated bibliographies Apparently some sortof handbook forlearning throughguided have been positive. teacher discovery is a possible meansof orienting collegeprofessors and students in education to the realizationthat the mafor objective inthe educational encounter is regurgitation" in examinationsbut the not "soaking vp"information for later "selective information as it intellectual capabilities necessaryto relate new acquisition of the annotated entries) develops to theunderlying principles of afield study. (137 (AUTHOR) via_57-0.240 EDUCATION RESEARCH AND DEVELOPMENTCENTER TN TEAChTH THE UNIVERSITY OFTEXAS Behavioral ScienceMemorandum No. 10 July, 1966 S.H. 308 Bibliographies other Child and HumanDevelopment and the The two bibliographies in thismemorandum, one on and literature. They point to books on Human Development andEducation, merely sample the well as some tiresomereading. What the journals which provide many ideasand explanations, as be of interest toother persons. writer regards as "tiresome" orirrelevant, of course, may IMPORTANT NOTE without much writtenfeedback. The A number of memoranda and aNewsletter have been issued from our readers.
    [Show full text]
  • A FORDÍTÁS ALAPJA the Psychology Book Copyright © 2012 Dorling
    A FORDÍTÁS ALAPJA HVG Könyvek The Psychology Book Kiadóvezető: Budaházy Árpád Felelős szerkesztő: Török Hilda Copyright © 2012 Kiadói szerkesztő: Tanács Eszter Dorling Kindersley Limited A Penguin Random House Company ISBN 978-963-304-315-8 FORDÍTOTTA Minden jog fenntartva. Jelen könyvet © Bányász Réka, 2016 vagy annak részleteit tilos reprodukálni, adatrendszerben tárolni, bármely formában Behaviorizmus vagy eszközzel – elektronikus, Kognitív pszichológia fényképészeti úton vagy más módon – a kiadó engedélye nélkül közölni. Pszichoterápia Kiadja a HVG Kiadó Zrt., Budapest, 2016 © Morvay Krisztina, 2016 Felelős kiadó: Szauer Péter Differenciálpszichológia Fejlődéslélektan Filozófiai gyökerek Szociálpszichológia www.hvgkonyvek.hu Nyomdai előkészítés: Somodi András LEKTORÁLTA Nyomás: TBB, Slovakia dr. Harmat László A WORLD OF IDEAS: SZERKESZTETTE SEE ALL THERE IS TO KNOW Szőllős Péter www.dk.com ALKOTÓTÁRSAK CATHERINE COLLIN VOULA GRAND Klinikai pszichológus, az angliai Plymouthi Egyetem Üzleti pszichológusként nemzetközi cégek üzletviteli docense, tanácsadóként vett részt a könyv és vezetői tanácsadójaként dolgozik. Első regénye létrejöttében. Catherine érdeklődési területe Honor’s Shadow (Honor árnyéka) címmel jelent meg. elsősorban a mentális egészség és a kognitív viselkedésterápia. NIGEL BENSON MERRIN LAZYAN Egyetemi előadásokat tart filozófiából és Író, szerkesztő és klasszikus énekes, a Harvardon pszichológiából. A pszichológia témakörében több tanult pszichológiát. Számos, különféle témájú regény nagy sikerű könyv, többek között a Psychology for és ismeretterjesztő könyv fűződik a nevéhez. Beginners (Pszichológia kezdőknek) és az Introducing Psychiatry (Pszichiátria másképp) szerzője. JOANNAH GINSBURG MARCUS WEEKS Klinikai pszichológus és újságíró, New York City, Író és zenész. Filozófiát tanult, majd tanárként Boston, Philadelphia és Dallas közösségi kezelési dolgozott, mielőtt írói pályára lépett volna. Számos központjaiban dolgozik. Rendszeresen publikál szépművészeti és népszerű tudományos könyv pszichológiai témájú írásokat.
    [Show full text]
  • Transforming Psychology There’S No Turning Back
    2 Transforming Psychology There’s No Turning Back Introduction History: Rewinding the Videotape Psychology and Women The Psychology of Women: Historical Trends and Patterns Psychology of Women Today: Pressing Pause Contemporary Perspectives and Trends Within the Discipline of Psychology Feminist Research: Playing Forward Decisions, Decisions Innovations in Research Feminist Approaches to Doing Research Intersectionality: Diversity in Feminist Research What We Know About Gender Differences Where We Look for Differences Overlooking Similarity Declaring Difference Summarizing Data Chapter Summary Suggested Readings 25 26 • chapter two ora, at age 18, finds herself caught in a web of family affairs that sound like they came straight out of a soap opera. Her father Dappears to be having an extramarital affair with his friend’s wife. Dora’s problems are with her father’s friend, Mr. K. Mr. K always seemed attracted to Dora. Starting when she was 7, Mr. K grabbed every opportunity he could to take her on long, unchaper- oned walks and buy her expensive gifts. As Dora got older, she became more and more uncomfortable with his attentions, but she didn’t fully understand why until she was 14. Mr. K invited her to watch a festival from his office window, and when she arrived, she was surprised to find him alone. He kissed her deeply, and as he pulled her close to him- self, she felt his erection. It was at this point in time that Dora started to develop what her family referred to as “symptoms.” These symptoms worsened over time as Mr. K’s pursuit of her intensified.
    [Show full text]
  • V. an Examination of Women's Professional Visibility in Cognitive
    eminism F & Psychology ‘‘Functionalism, Darwinism, and the psychology of women’’ forty years on Feminism & Psychology 2016, Vol. 26(3) 292–319 V. An examination of ! The Author(s) 2016 Reprints and permissions: women’s professional sagepub.co.uk/journalsPermissions.nav DOI: 10.1177/0959353516641139 visibility in cognitive fap.sagepub.com psychology Jyotsna Vaid and Lisa Geraci Texas A&M University, USA Abstract Mainstream psychological research has been characterized as androcentric in its con- struction of males as the norm. Does an androcentric bias also characterize the pro- fessional visibility of psychologists? We examined this issue for cognitive psychology, where the gender distribution in doctoral degrees has been roughly equal for several decades. Our investigation revealed that, across all indicators surveyed, male cognitive psychologists are more visible than their female counterparts: they are over-repre- sented in professional society governance, as editors-in-chief of leading journals in the field, as Fellows in professional societies, and as recipients of prestigious senior level awards. Taken together, our findings indicate that a gender parity in doctoral degrees in cognitive psychology does not translate into a parity in professional visibility. We discuss a variety of potential reasons for the observed gender gap and suggest that, without attention to gendered structures of status and power, as noted by Shields, existing gender hierarchies may persist and be reproduced. Keywords androcentrism, professional visibility, women in academia, gender gap, cognitive psychology In her seminal article in 1975, Stephanie Shields discussed various manifestations of an androcentric bias that has shaped research in psychology from its very begin- nings. Other dominant, biasing frames in mainstream psychological research have since been identified, including heterosexism (Braun, 2000), cisgenderism (Ansara Corresponding author: Jyotsna Vaid, Department of Psychology, Texas A&M University, College Station, TX 77843-4235, USA.
    [Show full text]
  • The Effects of Anxiety, Motivation, and Level Of
    THE EFFECTS OF ANXIETY, MOTIVATION, AND LEVEL OF ABILITY ON ACADEMIC ACHIEVEMENT. by A. L. Brown, B.A. (Lend). Thesis submitted in partial fulfillment of the requirements for the Ph.D. degree in the Faculty of Arts, University of London, 1967. ProQuest Number: 10098130 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. uest. ProQuest 10098130 Published by ProQuest LLC(2016). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code. Microform Edition © ProQuest LLC. ProQuest LLC 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 2. ABSTRACT This research discusses the various theoretical approaches to the conception of anxiety as a motivational determinant of academic achievement. In particular the theoretical model and experimental investigations of three major research programmes are compared and contrasted:- Drive theory and activation concepts of emotionally based drive; the investigations of situationally specific anxieties, notably test anxiety; and the approach-avoidance achievement motivation model of Atkinson and McClelland. The aim of this investigation was to attempt to clarify the interaction between intellectual capacity, anxiety and performance, both in terms of anxiety to achieve success, conceived as a positive drive, and anxiety to avoid failure, seen as a negative drive.
    [Show full text]
  • The Misogyny of Psychology: a Tribute to Women Often Overlooked
    Bowling Green State University ScholarWorks@BGSU Honors Projects Honors College Spring 5-8-2020 The Misogyny of Psychology: A Tribute to Women Often Overlooked Gabrielle Miller [email protected] Follow this and additional works at: https://scholarworks.bgsu.edu/honorsprojects Part of the Feminist, Gender, and Sexuality Studies Commons, and the Psychology Commons Repository Citation Miller, Gabrielle, "The Misogyny of Psychology: A Tribute to Women Often Overlooked" (2020). Honors Projects. 519. https://scholarworks.bgsu.edu/honorsprojects/519 This work is brought to you for free and open access by the Honors College at ScholarWorks@BGSU. It has been accepted for inclusion in Honors Projects by an authorized administrator of ScholarWorks@BGSU. Table of Contents Preface 3 Mary Whiton Calkins 4 Melanie Klein 5 Karen Horney 6 Leta Stetter Hollingworth 7 Inez Prosser 8 Anna Freud 9 Mary Ainsworth 10 Bernice Neugarten 11 Mamie Phipps Clark 12 Janet Taylor Spence 13 Florence Denmark 14 Bonnie Strickland 15 Afterword 16 References 18 2 | P a g e Preface The basis for this project stemmed from my passion for spreading positive energy. Additionally, my altruistic values provide me with a strong sense of duty to do the right thing at the same time that I believe it is my responsibility to help others, especially because I have been afforded the luxury of a college education although many others do not share this privilege. Under those circumstances, I wanted to speak on the issue of inequal representation of diverse identities, with special attention to the branches of science which historically refused to give due credit to individuals other than straight, white men.
    [Show full text]
  • A Quantitative and Qualitative Inquiry Into the Relationship Between Self
    A Quantitative and Qualitative Inquiry Into The Relationship Between Self-Esteem and Coping Processes of University Students Pauline Hartigan O’Reilly MA(Ed), BSc Supervisors Professor Claire W Lyons Professor John Breen Submitted in accordance with the academic requirements for the Degree of PhD in Education, Mary Immaculate College, September, 2011 ABSTRACT University life brings with it many stressful events, which place varying demands on students. During this time many students leave home for the first time, have a new found social life, a part- time job and also have to contend with the academic expectations associated with third level education. Some individuals are able to deal more readily with these stresses than others. This study set out to identify the relationship between levels of self-esteem and coping processes, utilised by students, with factors such as, age, gender, university programme and the year of programme from an Irish perspective. The research design followed an Explanatory Sequential Mixed Method Design. The study comprised of two phases, phase one quantitative followed by phase two qualitative on a study group of 1200 students, 300 chosen randomly from each annual cohort of University of Limerick undergraduates. Using a cross-sectional correlational design, two published questionnaires namely Rosenberg Self-Esteem Scale and the Folkman and Lazarus Ways of Coping Questionnaire plus a demographic questionnaire were posted to the selected students. A descriptive qualitative design, using semi-structured interviews with eight students, was used to augment and further explain the quantitative findings arising from phase one of the study. The response rate was 40% (n = 479).
    [Show full text]
  • IAAP Bulletin the International Association of Applied Psychology
    Issue 29: 2 July, 2017 The IAAP Bulletin The International Association of Applied Psychology Hanoi, Vietnam, Site of the First Southeast Asia Regional Conference of Psychology (RCP2017) held from November 28 to December 1, 2017. Editor: Valerie Hearn, USA Email for submissions: vchearn@comcast net AAPNL_C1-C4.inddPNL_C1-C4.indd 1 221/06/171/06/17 112:092:09 PPMM Table of Contents Editorial .................................................................................................................................. 1 The President’s Corner........................................................................................................... 3 My “Outstanding Contributions to the Advancement of Psychology Internationally” ........8 IAAP in the 1970s and 1980s: Leaders in our Association from across the world ...........33 Division News ...................................................................................................................... 38 Call for Nominations for the 2018 Distinguished Professional Contributions Award .......73 2018 Election of Fellows of the International Association of Applied Psychology ...........76 News from India .................................................................................................................. 78 First SE Asia Regional Conference of Psychogy (RCP2017) ............................................79 Report from the IAAP United Nations (UN) Representatives ...........................................80 Commentary: Time Statues ................................................................................................
    [Show full text]
  • The Psychology Book, Big Ideas Simply Explained
    THE PSYCHOLOGY BOOK THE PSYCHOLOGY BOOK LONDON, NEW YORK, MELBOURNE, MUNICH, AND DELHI DK LONDON DK DELHI First American Edition 2012 PROJECT ART EDITOR PROJECT ART EDITOR Published in the United States by Amy Orsborne Shruti Soharia Singh DK Publishing SENIOR EDITORS SENIOR ART EDITOR 375 Hudson Street Sam Atkinson, Sarah Tomley Chhaya Sajwan New York, New York 10014 EDITORS MANAGING ART EDITOR 2 4 6 8 10 9 7 5 3 1 Cecile Landau, Scarlett O’Hara Arunesh Talapatra 001—181320—Feb/2012 US EDITOR SENIOR EDITOR Copyright © 2012 Rebecca G. Warren Monica Saigal Dorling Kindersley Limited MANAGING ART EDITOR EDITORIAL TEAM All rights reserved. Karen Self Sreshtha Bhattacharya, Gaurav Joshi Without limiting the rights under the MANAGING EDITORS PRODUCTION MANAGER copyright reserved above, no part of Esther Ripley, Camilla Hallinan Pankaj Sharma this publication may be reproduced, ART DIRECTOR DTP MANAGER/CTS stored in or introduced into a retrieval Philip Ormerod Balwant Singh system, or transmitted, in any form or by any means (electronic, mechanical, ASSOCIATE DTP DESIGNERS PUBLISHING DIRECTOR Arvind Kumar, Rajesh Singh Adhikari photocopying, recording, or otherwise), Liz Wheeler without the prior written permission of DTP OPERATOR both the copyright owner and the PUBLISHING DIRECTOR Vishal Bhatia above publisher of this book. Jonathan Metcalf Published in Great Britain styling by by Dorling Kindersley Limited. ILLUSTRATIONS STUDIO8 DESIGN A catalog record for this book is James Graham available from the Library of Congress. PICTURE RESEARCH Myriam Megharbi ISBN:978-0-7566-8970-4 DK books are available at special discounts when purchased in bulk for Printed and bound in China PRODUCTION EDITOR sales promotions, premiums, by Leo Paper Products Ltd Tony Phipps fund-raising, or educational use.
    [Show full text]
  • Kenneth W. Spence
    NATIONAL ACADEMY OF SCIENCES K ENNET H W A R T I N B E E Sp ENCE 1907—1967 A Biographical Memoir by AbR A M AMSEL Any opinions expressed in this memoir are those of the author(s) and do not necessarily reflect the views of the National Academy of Sciences. Biographical Memoir COPYRIGHT 1995 NATIONAL ACADEMIES PRESS WASHINGTON D.C. KENNETH WARTINBEE SPENCE May 6, 1907–January 12, 1967 BY ABRAM AMSEL N 1964 WHEN KENNETH SPENCE moved from the University Iof Iowa to the University of Texas he must have thought he was embarking on a long, new phase of his career. His parents were both long-lived and he was then only in his middle fifties. Three years later, on January 12, 1967, at the age of 59 he died of cancer, ending a distinguished career as a theorist, experimenter, and teacher, and toward the end of his life, as an editor in collaboration with his wife, Janet Taylor Spence.1 PERSONAL HISTORY Spence was born on May 6, 1907, in Chicago, where his father was an electrical engineer. The family moved to Montreal when he was a young child and Kenneth spent his youth and adolescence there. At West Hill High School in an area of Montreal called Notre Dame de Grace he was active in basketball, track, and tennis. Later at McGill Uni- versity he injured his back during track competition and, as part of his therapy and convalescence, he went to live with his grandmother in LaCross, Wisconsin. He attended LaCross Teachers College and majored in physical education.
    [Show full text]
  • OBSERV(4~R Published by the American Psychological Soc I Ety Vol
    OBSERV(4~R Published by the American Psychological Soc i ety Vol. 10, No.2 March 1997 • LendingaHand. .. College professors work with Psychology Is Central at high school students in mentoringprogram .... .......... 8 National Institute on Aging • BilinguaIResearch.. NRC sets new research Premiere aging-research agency supports $50 million in behavioral science priorities for educating children s the proportion of adults over 65 years old continues to grow, issues of aging have with limited English A become increasingly important in the United States in such diverse areas as employ­ proficiency ......................... 12 ment, health care, and social services. Psychological research is playing a central role in addressing such age-related concerns of individuals and the nation as a whole. Consider the significant presence of psychologists at the National Institute on Aging (NIA; the nation's leading government agency devoted to research on adult development and aging), where three out of five associate directors have doctoral degrees in psychology and, in 1996 alone, psychologists were the principal investigators (PIs) on research grants totaling about $50 milJion. While these facts ilJustrate the integral nature of behavioral science to the science of aging and speak to psychology's influence on the Institute, to fully appreciate the level and diversity of psychology's contribution to the NIA mission see the list beginning on page 3 of the 157 extramural psychologist grantees who received supportinFYl996. Though the overwhelming majority oftheNIA' s support of psychological research is Journals Runnin' Late ... devoted to basic science (i.e., understanding the mechanisms of aging), a significant number Due to unforeseen circumstances, the De­ of projects are applied or intervention-oriented.
    [Show full text]
  • Janet T. Spence Receives the 1993 NAS Award for Excellence in Scientific Reviewing
    I Current CXxnments@ EUGENE GARFIELD MTmJTE FOR SCIENTIF\C NFORF.MTIOM SS01 MARKET ST.< PHILADELPHIA, PA 191S4 Janet T. Spence Receives the 1993 NAS Award for Excellence in Scientific Reviewing Number4i October 11, 1993 In 1993, the unofficial “Year of the Woman,” the National Academy of Sci- ences (NAS) chose Janet Taylor Spence, Alma Cowden Madden Professor of Lib- eral Arts and AshbeI Smith Professor of Psychology and Educatiottai Psychology, University of Texas, Austin, as the second female recipient of the NAS Award for Sci- entific Reviewing in the award’s 14-year history. (Virginia Trimble, University of California, Irvine, was the first woman to be honored. She was selected in 1986 for her contributions to the review literature of astronomy and astrophysics. *) In addition, of the 20 individuals distinguished by the 17 NAS awards thk year, Spence was the only woman selected. In a May 1993 Sci- entist interview that focused on these awards, she commented on the growing role Janet Taylor Spence of women in science, suggesting that “we’11 see more women getting awards in the fu- year, on a three-year rotating schedule. Last ture, simply because there’ H be more to year’s recipient was atmospheric chemist choose from.”2 Robert T. Watson, program office director The NAS Award for Scientific Review- in the Earth Science and Applications Di- ing was established in 1979 by IS~ and vision of NASA.3 Alexander N. Glazer, Annual Reviews, inc., Palo Alto, Califor- professor of biochemistry and molecular nia, to honor james Murray Luck, the biology, University of California, Berke- founder of Annual Reviews and its editor- ley, received the prize in 1991.4 in-chief until 1969.
    [Show full text]