Lisa Wade, Phd
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Matthew W. Hughey
MATTHEW W. HUGHEY University of Connecticut, Department of Sociology Unit 1068, 344 Mansfield Road, Storrs, CT 06269, USA Office: 1.860.486.3364 [email protected] | www.matthewhughey.com EDUCATION Degrees and Graduate Certificates University of Virginia, Charlottesville, VA, USA 2009 Doctor of Philosophy, Sociology Ohio University, Athens, OH, USA 2002 Master of Education, Cultural Studies 2002 Certificate of Advanced Graduate Study, Women’s Studies University of North Carolina at Greensboro, Greensboro, NC, USA 1999 Bachelor of Arts, Sociology Additional Coursework University of Pennsylvania, Philadelphia, PA, USA 2020 “Introduction to American Law” Johns Hopkins University, Bloomberg School of Public Health, Baltimore, MD, USA 2020 “COVID-19 Contact Tracing” ACADEMIC APPOINTMENTS Primary Academic Appointments University of Connecticut, Storrs, CT, USA 2020-present Professor, Department of Sociology 2013-2020 Associate Professor, Department of Sociology 2019-present Affiliate Faculty, Sustainable Global Cities Initiative 2018-present Affiliate Faculty, Graduate Certificate and Masters in Race, Ethnicity, & Politics (REP) 2017-present Affiliate Faculty, Institute for Collaboration on Health, Intervention, & Policy (InCHIP) 2014-present Affiliate Faculty, American Studies Program 2013-present Affiliate Faculty, Africana Studies Institute Mississippi State University, Starkville, MS, USA 2009-2013 Assistant Professor, Department of Sociology 2009-2013 Affiliate Faculty, African American Studies Program 2009-2013 Affiliate Faculty, -
Images of Technology in Sociology: Computer As Butterfly and Bat Joerges, Bernward
www.ssoar.info Images of Technology in Sociology: Computer as Butterfly and Bat Joerges, Bernward Veröffentlichungsversion / Published Version Zeitschriftenartikel / journal article Zur Verfügung gestellt in Kooperation mit / provided in cooperation with: Wissenschaftszentrum Berlin für Sozialforschung (WZB) Empfohlene Zitierung / Suggested Citation: Joerges, B. (1990). Images of Technology in Sociology: Computer as Butterfly and Bat. Technology and Culture, 31(2), 203-227. https://nbn-resolving.org/urn:nbn:de:0168-ssoar-54819-4 Nutzungsbedingungen: Terms of use: Dieser Text wird unter einer CC BY Lizenz (Namensnennung) zur This document is made available under a CC BY Licence Verfügung gestellt. Nähere Auskünfte zu den CC-Lizenzen finden (Attribution). For more Information see: Sie hier: https://creativecommons.org/licenses/by/1.0 https://creativecommons.org/licenses/by/1.0/deed.de Images of Technology in Sociology: Computer as Butterfly and Bat BERN WARD JOERGES More than fifty years have passed since Robert Merton formulated, in his doctoral dissertation on Science, Technology and Society in Seventeenth-Century England, what he later, in his “Shandean Post script,” came to call the “kindle cole” principle: the “sociological discovery of the distorting effects of public (as distinct from private) polemics among men of science.”1 According to the kindle cole (or “Hooke-Newton-Merton”) principle of scientific polemics, scientists ought to avoid engaging in public controversies and try to insulate themselves from the responses of the -
Curriculum Vitae May, 2021
Daniel T. Buffington Daniel Taylor Buffington Curriculum Vitae May, 2021 Office Address: Contact Info: 122 Bear Hall Department of Sociology and Criminal Justice 910.962.3434 (office) University of North Carolina Wilmington [email protected] 601 South College Road EXPERIENCE 2015-present Associate Professor, Department of Sociology and Criminology, University of North Carolina-Wilmington 2019-present Sociology Undergraduate Track Coordinator, Department of Sociology and Criminology, University of North Carolina-Wilmington 2015-2018 Graduate Program Coordinator, Department of Sociology and Criminology, University of North Carolina-Wilmington 2009- 2015 Assistant Professor, Department of Sociology and Criminology, University of North Carolina-Wilmington 2009 Part-time Instructor, Department of Sociology, University of Georgia EDUCATION 2008 Ph.D. Sociology, University of Georgia Dissertation: “Watching the World Cup American Style: Race, Nationality, and Gender in the World’s Game” Committee: Linda Grant (chair), Jim Dowd, and Patricia Richards Comprehensive Exam Area: Inequality (Race, Class, and Gender) 2003 M.A. Sociology, University of Georgia 1999 B.A. Anthropology and Art History, University of New Mexico, Magna Cum Laude REASEARCH AND TEACHING INTERESTS Race & Ethnicity Culture Sociology of Sport Media and Mass Communication International Migration and National Identity Nations, Nationality, and Globalization Intersection of Race, Class, and Gender Social Problems 1 Daniel T. Buffington PUBLICATIONS 2019 Buffington, D. The Global Migration of Soccer Players. Lexington Press 2019 Buffington D., Errante C., and K Godwin. “Increases in Income Inequality” Class Activity published in TRAILS: Teaching Resources and Innovations Library for Sociology. Washington DC: American Sociological Association. (http://trails.asanet.org) 2017 Buffington, D. “Blacks are naturally good athletes": The Myth of a Biological Basis for Race.” In Stephanie M. -
Joanna R. Pepin Phone: (206) 366-5952 Personal Website: Joannapepin.Com [email protected]
Joanna R. Pepin Phone: (206) 366-5952 personal website: joannapepin.com [email protected] Curriculum Vitae July 2018 ACADEMIC POSITIONS 2018 NICHD Postdoctoral Fellow, Population Research Center, University of Texas at Austin (beginning September 2018) EDUCATION 2018 PhD Sociology, University of Maryland Dissertation – Inequality and the Household Economy Comprehensive Exams – Gender, Work, & Family; Social Inequality & Mobility 2014 MA Sociology, University of Maryland 2006 MS Human Development and Family Studies, Colorado State University Concentration in Marriage and Family Therapy 2004 BS Human Development and Family Studies, Colorado State University PUBLICATIONS REFEREED JOURNAL ARTICLES Forth. Pepin, Joanna R. Beliefs about Money in Families: Balancing Unity, Autonomy, and Gender Equality. Conditionally accepted at Journal of Marriage and Family. Forth. Cohen, Philip N. and Joanna R. Pepin. Unequal Marriage: The Incidence of Marriage among Black and White Women across Marriage Markets, 2009-2011. Forthcoming in Socius. 2018 Pepin, Joanna R., Liana C. Sayer, and Lynne M. Casper. Marital Status and Mothers’ Time Use: Child Care, Housework, Leisure, and Sleep. Demography 55:107–133. Population Association of America Poster Award (2015) 2018 Pepin, Joanna R., and David A. Cotter. “Separating Spheres? Diverging Trends in Youth’s Gender Attitudes about Work and Family.” Journal of Marriage and Family 80:7–24. Media Exposure: [NYTimes] [Time Magazine] [WashPost] [CCF] [Life Science] [Deseret News] [Slate] 2017 Passias, Emily, Liana Sayer, and Joanna R. Pepin. “Who Experiences Leisure Deficits? Mothers’ Marital Status and Leisure Time.” Journal of Marriage and Family 79:1001–1022. 2016 Pepin, Joanna R. “Nobody’s Business? White Male Privilege in Media Coverage of Intimate Partner Violence.” Sociological Spectrum 36:123-141. -
Compiled by Dustin Kidd, [email protected], @Popculturefreak, Dustinkidd.Net
Compiled by Dustin Kidd, [email protected], @PopCultureFreak, dustinkidd.net SOCIAL MEDIA TIP SHEET USING SOCIAL MEDIA TO PROMOTE YOUR RESEARCH Make a Pinterest board for each of your major interests. Fill it with articles, images, videos, memes, and visual data. To avoid paying fees to put images in a book or article, place publicly available images on Pinterest and include the link in your publication. Make a YouTube playlist for each of your major interests. Whenever you see a related video, add it to the playlist. Make a Spotify playlist about one or more of your topics. Upload your best PowerPoint slides to SlideShare. Consider using Prezi for presentations and make your account public. Create a Prezi to promote each article, or a set of prezis to promote a book. Design them so other professors can use them to discuss your work (making them more likely to assign it). Create a Facebook page for your books, major research projects, student programs, and community engagement programs. Find or create a Google community for peers in your field. If you struggle with using Google + or if you feel the audience is minimal, set it up to automatically populate from your tweets and other social media accounts. Follow your peers on Twitter. ‘At’ (@) them with your ideas and questions. Respond to their tweets about your topic. Find peers by searching keywords on Twitter. For example, search “family sociology” to find scholars who study kinship. Help others find your work by adding hashtags. For example, add #familysociology to your relevant tweets. Create a Twitter “list” specific to your interests. -
Currents: Feminist Key Concepts and Controversies Trigger Happy: from Content Warning to Censorship Trigger Warnings Have Become
Jack Halberstam Currents: Feminist Key Concepts and Controversies Trigger Happy: From Content Warning to Censorship rigger warnings have become standard fare on some college campuses T over the past few years. But they have also been the occasion for in- tense debates about pedagogy, classroom conduct, the use of me- dia in the classroom, and the nature of trauma. In general terms, a trigger warning is a cautionary note that may be added to syllabi or online sites to alert readers, students, or casual browsers about violent or sexually ex- plicit images and text in the materials on a site, in a course reader, or up ahead in a blind chain of Internet clicks. The trigger warning could easily be read simply as a protocol proper to new media forms in the early twenty-first century. However, because the call for trigger warnings on col- lege campuses coincided with new sets of regulations around sexual inter- actions, sexual assault, and teacher-student relationships, they have instead become a site for dynamic and often polemical debates about censorship, exposure, sensitivity, and the politics of discomfort. In this short piece I want to explore the function of the trigger warning and the import of the debates to which it gave rise. I will begin with two examples of college campuses where students in- troduced requests for classroom policy changes around syllabi and trigger warnings. In the first example, in 2012 Oberlin College, a small liberal arts school in Ohio known for its eclectic students and social justice agendas, circulated an online guide intended to help professors to avoid assigning and presenting potentially “triggering” material in their classrooms.1 As numer- ous articles commented, most professors in 2012 had never heard of trig- ger warnings, let alone Tumblr sites (where trigger warnings were popular- ized and proliferated), and were not opposed to them so much as ignorant of their purpose. -
The #Metoo Movement: an Invitation for Feminist Critique of Rape Crisis Framing
ABRAMS AC 524 (DO NOT DELETE) 4/6/2018 10:09 AM THE #METOO MOVEMENT: AN INVITATION FOR FEMINIST CRITIQUE OF RAPE CRISIS FRAMING Jamie R. Abrams * INTRODUCTION This article invites feminists to leverage the #MeToo Movement as a critical analytical tool to explore the longevity of the enduring rape crisis framing of victim services. Long before the #MeToo Movement, victim services in communities nationwide were framed around a crisis model. For nearly half a century, victims have visited rape crisis centers, called rape crisis hotlines, and mo- bilized rape crisis response teams to provide services and support. This enduring political and social framing around rape as a crisis is opaque,1 has prompted a political backlash,2 and risks distorting hard-fought feminist legal, social, and political battles.3 It has yielded underreporting, underutilization, and recurring risks of budgetary cuts. Yet, this model and terminology have gone virtu- ally unchanged for nearly half a century. * Associate Professor of Law at the University of Louisville, Louis D. Brandeis School of Law. LL.M., 2011, Columbia University School of Law; J.D., 2002, American University, Washington College of Law; B.A., Indiana University–Bloomington. Thanks to Aleisha Cowles, Lindsey Dennis, Mikaela Feng, Abigail Lewis, and Jennifer Reynolds for their re- search support. Thanks to the University of Louisville Brandeis School of Law for a Faculty Development Grant supporting this project. Thanks for the thoughtful feedback and input provided at the Law, Culture, and Humanities Conference (Georgetown University Law Center, Spring 2018) and the Georgetown Legal Practice Scholarship Workshop (Fall 2017). 1. -
Toward a World Beyond Gender: a Utopian Vision Barbara J. Risman
Toward a World Beyond Gender: A Utopian Vision Barbara J. Risman University of Illinois at Chicago Judith Lorber Brooklyn College and Graduate Center, City University of New York Jessica Holden Sherwood University of Rhode Island Prepared for the 2012 American Sociological Society Meetings. We thank Erik Olin Wright for inviting our participation in a presidential plenary about utopian visions for society. We thank Rachel Allison, Amy Brainer, Pallavi Banerjee and Georgiann Davis for their comments on an earlier draft of this manuscript. 1 2 Any utopian essay, even one based on social science expertise, is necessarily and explicitly a value-laden normative project. As invited participants of the American Sociological Association‘s 2012 ―Envisioning Real Utopias‖ project, we fully embrace this kind of ―emancipatory social science‖ (Wright 2010). As avowedly feminist scholars, we are part of an intellectual community birthed by a social movement. We have always stayed close to our feminist roots, with an explicit goal to do work that helps transform the world toward one in which gender inequality does not exist (Lorber 1994, 2005, Risman 1998, 2004). Following Wright‘s distinction between social and political justice (Wright 2010), feminists of all stripes would probably agree that whatever one‘s sexual identity and gender practices, everyone should have the (social) freedom to choose their own paths as separate persons and the (political) freedom to join collectively with others to affect their broader community. We will proceed presuming -
Restoring Fairness to Campus Sex Tribunals Cynthia Ward William & Mary Law School, [email protected]
College of William & Mary Law School William & Mary Law School Scholarship Repository Faculty Publications Faculty and Deans 2018 Restoring Fairness to Campus Sex Tribunals Cynthia Ward William & Mary Law School, [email protected] Copyright c 2018 by the authors. This article is brought to you by the William & Mary Law School Scholarship Repository. https://scholarship.law.wm.edu/facpubs RESTORING FAIRNESS TO CAMPUS SEX TRIBUNALS CYNTHIA V. WARD* I. INTRODUCTION ........................................................................ 1074 II. BASELINE: THE LAW OF CAMPUS SEXUAL ASSAULT ............... 1078 A. The Law of Campus Sexual Assault .............................. 1081 1. Constitutional Due Process ...................................... 1082 2. Statutes Specifically Targeting Campus Sexual Misconduct ................................................................ 1084 3. Title IX and DOE Regulation ................................... 1085 B. Some Troubling Cases .................................................... 1088 III. RELEVANT PRINCIPLES OF CRIMINAL LAW: HARM, PARSIMONY, PROPORTIONALITY ................................................................... 1097 A. Conflicting Intuitions ..................................................... 1098 B. Campus Sexual Misconduct Tribunals Inflict Punishment ......................................................................................... 1100 C. Centrality of the Harm Principle ................................... 1102 D. The Principle of Parsimony ........................................... -
MARTHA Mccaughey Chapell Wilson Hall Appalachian State
Martha McCaughey • Curriculum Vitae • 2020 • Page 1 MARTHA McCAUGHEY Professor, Dept. of Sociology Chapell Wilson Hall Email: [email protected] Appalachian State University Boone, NC 28608 University of California, Santa Barbara EDUCATION Ph.D. in Sociology, 1995 Doctoral Emphasis in Women's Studies, 1995 University of California, Santa Barbara M.A. in Sociology, 1991 Appalachian State University, Boone, NC Graduate Certificate in Expressive Arts Therapy, 2017 University of Michigan, Ann Arbor B.A. cum laude in Sociology, 1988 PROFESSIONAL PROFILE Innovative scholar specializing in gender, technology, violence, and privacy with record of excellence across communications platforms. Proven record of effective administrative leadership in campus-wide academic programs including Women’s Studies, First Year Seminar, and Common Reading Program, and on a variety of Task Forces including Online and Distance Education, Faculty Handbook, Interpersonal Violence Council, Student Success Team, General Education Council, and Academic Policies Committee. Excellent communication and project management skills. Recognized as fostering collegial relationships and shared governance. Passion for creative approaches to institutional challenges and opportunities. Experienced supervisor of faculty and leader of faculty development initiatives. Wide-ranging teaching experience in sociology, gender studies, science and technology studies, interdisciplinary studies, and expressive arts— undergraduate and graduate levels, face-to-face and online. Author of multiple books and articles. AREAS OF SPECIALIZATION Science and Technology Studies Creativity & Expressive Arts Popular Culture Gender & Sexuality Social Movements The Body UNIVERSITY EMPLOYMENT Appalachian State University, Boone, NC Professor of Sociology, 2008-present Professor of Interdisciplinary Studies, July 2005-2008 Director, First Year Seminar, 2014-2019 Administrative head of campus-wide academic first-year program within General Education. -
Prosecuting Sexual Harassment in the Me Too Era
University of Baltimore Law ScholarWorks@University of Baltimore School of Law All Faculty Scholarship Faculty Scholarship 2020 Dalliances, Defenses, and Due Process: Prosecuting Sexual Harassment in the Me Too Era Kenneth Lasson Follow this and additional works at: https://scholarworks.law.ubalt.edu/all_fac Part of the Law Commons Dalliances, Defenses, and Due Process: Prosecuting Sexual Harassment in the Me Too Era Kenneth Lasson 15 U. MASS. L. REV. 54 AUTHOR’S NOTE Kenneth Lasson is Professor of Law at the University of Baltimore, where he specializes in civil liberties and international human rights. 54 2020 Dalliances, Defenses, and Due Process 55 INTRODUCTION .............................................................................................. 56 I. THE SWIRL OF ALLEGATIONS ............................................................... 57 II. SEXUAL POLITICS IN PRACTICE ............................................................ 63 A. Due Process on Campus ................................................................... 64 B. Public Employees ............................................................................. 98 i. The Supreme Court ...................................................................... 98 ii. The KavanauGh Case ................................................................... 99 C. Private Entities ............................................................................... 104 i. The Cosby Case ......................................................................... 105 ii. Other HiGh-Profile -
Redirecting Feminist Critiques of Science Martha Mccaughey
Archived version from NCDOCKS Institutional Repository http://libres.uncg.edu/ir/asu/ McCaughey, Martha.(1993) “Redirecting Feminist Critiques of Science.” Hypatia: A Journal of Feminist Philosophy 8:4, pp.72-84. (ISSN: 0887-5367) [Sept. 1993] Redirecting Feminist Critiques of Science Martha Mccaughey ABSTRACT: Reviews and discusses Sandra Harding's tripartite model of feminist critiques of science. Relationship between scientific inquiry, objectivity, and values; Application of Donna Haraway's and Helen Longino's insights; Feminist scientists as postmodern; Standpoints of postmodern feminists; Redirection of feminist critiques of science. INTRODUCTION Feminist scholarship is largely made up of critique, a portion of which focuses on the taken-for-granted knowledge of scientists.1 Focusing on the biases in scientific knowledge claims, the institutionalized segregation of the scientific community, and the dangerous things that scientists have produced in the twentieth century, feminist critiques have exposed, alongside other critiques in the philosophy and sociology of science, that one's perspective influences what one questions about the world, how one goes about answering those questions, how one applies those answers, and how one gives an account of how one knows what one knows. In this paper, I discuss the various epistemological positions that have both informed and sprung from feminist critiques of science and clarify the assumptions regarding science and knowledge which underlie these positions. Sandra Harding ( 1986a) has categorized feminist critics of science into three groups: the feminist empiricist group, the feminist standpoint group, and the postmodern feminist group. I suggest that this tripartite model, now the authoritative classification scheme informing feminist critics' perceptions of themselves and other critics of science, is based on misconceptions about scientific inquiry and its relationship to politics.