09.24.08
Posted in Cognitive Science, Education, Jacob Canon, Politics, Social Psychology, The Oscar Show, UVa College of Arts & Sciences, University of Virginia, elections, ethics, history, sociology at 11:04 am by Jacob Canon
In today’s show, we introduce the Moderator and UVa Faculty panel participating in the Race and Gender in Politics Forum being held tomorrow evening at 7:00 PM at the Miller Center of Public Affairs, located at 2201 Old Ivy Road, in Charlottesville, VA. This event is free to the public.
With the election season upon us, and the diverse nature of the major candidates, Americans are faced with unique challenges when they go to the polls this November 4th. With the notable exception of Geraldine Ferraro in 1984, the major candidates for the office of President of the United States have been white males. But this election season, both major political parties have offered candidates that begin to explore the multicultural basis of our nation.
Race and Gender in Politics [5:48m]:
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Tomorrow evening, September 25th at 7:00PM, the Miller Center of Public Affairs will be hosting the UVa Faculty Round Table on Race and Gender in Politics. This event is sponsored by the University of Virginia’s Arts & Sciences Magazine will be Moderated by Douglas A Blackmon, the Atlanta bureau chief for the Wall Street Journal. This forum will discuss many of the issues that face the electorate this season. The panel will include UVa faculty members, Paul Freedman, Brian Nosek, Lynn Sanders, Vesla Weaver and Nick Winter.
The moderator, Douglas A. Blackmon, has written extensively about the American quandary of race. Many of his stories in The Wall Street Journal have explored the interplay of wealth, corporate conduct and racial segregation.
Associate Politics Professor Paul Freedman, has written about the negative advertising that is present in American politics, and has come to the conclusion that this type of discourse has positive effects in educating the public concerning issues. Freedman found that voters who saw more campaign advertising were more energized and knowledgeable.
Associate Professor of Psychology Brian Nosek’s interest in politics emerged while he was doing research in implicit cognition, which examines thought and feeling outside of awareness and control. His data suggests that some political choices we make may be influenced by “implicit” feelings toward blacks, women or the aged without us even realizing it.
Associate Politics Professor Lynn Sanders, has found another dynamic at work in the American political system. Sanders research has found there are differences in survey data received depending on the race of the interviewer and interviewee. If they are the same race, prejudices are more likely to be revealed. She found this evidenced by the differing results in the public vote of caucus states versus the private vote found in primaries states during the recent Democratic campaign.
Assistant Politics Professor Vesla Weaver’s research has detailed the disparities between the outcomes of whites to darker- and lighter-skinned blacks and Hispanics, including lower incomes, high incarceration rates and higher execution rates for the dark-skinned. Her data appears to show that the gradient of skin tone also appears to have an effect, and that this disparity carries over to politics as well.
Assistant Politics Professor Nick Winter’s book, Dangerous Frames explores the ways that political leaders can mobilize our ideas about race and gender in ways we don’t realize; his current project is exploring the ways that ideas about masculinity and femininity shape political discourse and public opinion.
So, as this multicultural dynamic changes the Presidential debate continues across America, you are invited to the Miller Center tomorrow evening, September 25th at 7:00 PM to hear this panel discuss gender and race and how they effect the political landscape.
The Miller Center address is 2201 Old Ivy Road, Charlottesville, VA. For more information or direction to the event please call 434-243-8974 or email Cristina Martinez de Andino at clm6q@virginia.edu.
For those who can’t attend, you can watch the forum online by going to www.millercenter.org and the link will appear on the home page shortly before the panel starts.
You’ve been listening to the Oscar Show, I’m Jacob Canon. Join us next week when we will follow up this show with comments and reflections from the UVa Faculty Roundtable concerning Race and Gender in Politics.
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08.06.08
Posted in Education, Jacob Canon, Relationships, The Oscar Show, UVa College of Arts & Sciences, University of Virginia, ethics, sociology at 11:04 am by Jacob Canon
In today’s show, adapted from an article written by Rebecca P. Arrington, Assistant Director of Media Relations, we look at the annual Walter A. Ridley Distinguished Lecture at the University of Virginia, held in April in the Rotunda’s Dome Room.
“In an increasingly diverse nation and interconnected world, educators must teach students to be global citizens committed to justice for all people,” a leading voice in multicultural education told a audience at the annual Walter A. Ridley Distinguished Lecture at the University of Virginia. The Ridley Lecture Series honors U.Va.’s first African-American graduate, who received his doctorate in education from the Curry School in 1953 and went on to a distinguished career in higher education administration.
Educating Students to Be Global Citizens [5:35m]:
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According to James A. Banks, director of the University of Washington’s Center for Multicultural Education and the Kerry and Linda Killinger Professor of Diversity Studies, “schools across the nation and the world are becoming increasingly diverse due to immigration.”
Banks said, “there were 191 million migrants worldwide in 2005, and one in every five children in the U.S. is the child of an immigrant. If current trends continue, the number of persons of color in U.S. public schools will equal or exceed the percentage of whites within one to two decades — a situation that is already true in six U.S. states.”
In Banks lecture, titled “Diversity in America: Challenges and Opportunities for Educating Citizens in Global Times,” He stressed that this increased diversity requires changes in the way students are taught.
Banks said , “Because of the way in which people are moving back and forth across national borders today, we must educate students to function across borders, to become global citizens and to develop cosmopolitan values and commitments.”
He added that this focus on global citizenship requires educators to look beyond a curriculum limited to the “testing and assessment” of basic academic proficiency.
Banks went on to say, “All students of course need to master basic skills in reading, writing and math. However, these skills are necessary, but not sufficient. I am deeply concerned about education that is narrowly defined as academic achievement in basic skills. … Reading, writing and arithmetic are only important if they serve to make students humane.”
Banks said that students should be taught not only “the ability to master, access and use factual knowledge, but also the ability to challenge assumptions, to interrogate and reconstruct knowledge” and learn “to know, to care, and to act,” the three goals of global citizenship education. This type of teaching will educate “students’ heads, but also their hearts,” and create “transformative” citizens who are prepared to take an active role in their society and work for social justice.
Banks said, ‘The notion of simple patriotism to one nation has become obsolete and our society needs to accept the multi-dimensional nature of diversity. A person is not simply a citizen of one country or a member of one ethnic group. Instead, one’s identity incorporates a variety of factors, including nation and race, but also factors such as sexual orientation, religion, language and class.”
Banks encouraged educators to nurture three levels of identification in their students: cultural, national and global. This will help create a necessary balance between unity and diversity because, according to Banks, “unity without diversity leads to hegemony, and diversity without unity leads to chaos.”
This balance between respecting a student’s individual, cultural background and at the same time, encouraging national and global identification is what Banks said will ultimately nurture students who are global citizens and answer the question, “How can we educate our students so they grieve for people dying in Darfur and Iraq as much as they do for our own?”
You’ve been listening to the Oscar Show, I’m Jacob Canon. Join us for our next show, when we will well discuss a University of Virginia researcher has received a three-year grant from The Hartwell Foundation to further his research on an innovative method to treat pediatric brain tumors.
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05.21.08
Posted in Jacob Canon, Psychology, Social Psychology, The Oscar Show, UVa College of Arts & Sciences, University of Virginia, anxiety, pharmaceutical, physical health, sociology, stress at 11:04 am by Jacob Canon
In today’s show, adapted from an article published on the Oscar Web site written by Amber Davis, we look at UVA psychologist Amori Yee Mikami, her research of ADHD, and how intervening factors have made this disorder more complex and detrimental for young females.
In studies conducted on the effects of Attention Deficit Hyperactivity Disorder in young children, researchers often turn to the most likely exhibitors of the impulsive and aggressive behaviors associated with the ailment — young males. What University of Virginia psychologist Amori Yee Mikami sought to uncover in researching ADHD, however, were the intervening factors that made this disorder more complex and detrimental for young females.
Girls and ADHD [4:59m]:
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Mikami said, “We know a lot about boys with ADHD, partially because the disorder is three times more common in boys. Many research studies on ADHD have focused on how the disorder affects young boys. What I became interested in was how ADHD affected girls’ behaviors, particularly in adolescence.”
Since her original research at the University of California Berkley — where she found evidence supporting the hypothesis that ADHD contributes to social isolation — Mikami has focused on untangling the gender differences in children suffering with ADHD. Her most recent study, published in the Journal of Abnormal Psychology, concludes that girls with ADHD are at a greater risk for the binge eating and purging behaviors associated with bulimia nervosa.
Mikami said, “We know that children with ADHD have increased risk for delinquency, aggressive behavior problems, drug use and depression in adolescence, and now this study suggests they may also be at risk for an eating disorder problem. Since eating disorders are 10 times more common in females, and the effects of ADHD on girls are not as widely understood, the link between eating disorders and ADHD may have gone unnoticed or untreated.”
According to Mikami, the impulsive behaviors common in ADHD can make it difficult to maintain healthy eating habits and a healthy weight, leading girls to become self-conscious about their body image. Meanwhile, current ADHD medications on the market such as Ritalin may actually exacerbate the problem.
Mikami, who is currently conducting research to determine potential effects of these medications on bulimia nervosa symptoms said, “These drugs tend to make youth a little thinner because a common side effect of stimulant medications is appetite suppression. What I’m testing is whether this medicine is something that might discourage or encourage eating disorder problems.”
Mikami’s research plans include studying whether young males with ADHD have similar potential to develop eating disorders.
In addition to her ongoing research, Mikami oversees the “Friendship Clinic” in Charlottesville, which offers children with ADHD and their parents an eight-week program in which both parents and children learn how to cope with the disorder together. The clinic allows Mikami to observe how children with ADHD interact with their peers while introducing them to an environment that encourages typical social behavior.
Mikami said, “Early intervention is one of the most effective ways to combat the negative effects of ADHD. Girls with ADHD are often teased and rejected by their peers. Childhood peer problems seem to predict eating disorder symptoms in adolescence. Getting parents and teachers involved might help prevent these instances.”
You’ve been listening to the Oscar Show, I’m Jacob Canon. Join us next week when our topic will well look at Dr. George T. Rodeheaver and PluroGel™, his patented gel which reduces suffering and improves the recovery of burn victims and patients with chronic wounds.
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05.14.08
Posted in The Oscar Show, UVa College of Arts & Sciences, University of Virginia, history, sociology at 11:04 am by Jacob Canon
In today’s show, adapted from an article published on the Oscar Web site written by Margaret Grundy, we look at be the research of Richard Handler, UVa professor of anthropology, and how the popularized story of colonial Williamsburg, upon reexamination reveals different side of tale.
Is Candor Best [6:23m]:
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When Americans visit Colonial Williamsburg, they come to celebrate their nation’s history, to learn about the ways of the past and to experience firsthand the ideals and idealism of the Founding Fathers. They come to try on hoopskirts and three-cornered hats; to make their own candles and to take carriage rides down Duke of Gloucester Street. They come, in short, to have a good time.
Yet the story of Colonial Williamsburg is not entirely pleasant. While remembered for asserting the fundamental rights to life, liberty and the pursuit of happiness, colonial America was also a place of inequality, oppression and disenfranchisement. For Richard Handler, professor of anthropology and associate dean for undergraduate academic programs in the College of Arts & Sciences, Williamsburg was begging to be reexamined.
In 1989, Handler, alongside anthropologist Eric Gable, a PhD in Anthropology from the class of 1990, embarked on a major study of Colonial Williamsburg. They began their research guided by one overarching question: “How do you tell the story of the American revolution in a way that honors the founding fathers while still telling the story of slavery?
Although it was a complicated pursuit, Colonial Williamsburg seemed the perfect site for exploring this dispute. Handler said, “In history as a discipline, and academia generally, there’s been an ongoing argument about whether history is objective or relative. Different historians tell different stories about the same events; professional historians know that the facts are only the beginning. At a museum, this debate takes on a funny flavor, because museums are dedicated to objects, which are seen as straightforward facts.”
With this knowledge in mind, and using grants from the Spencer Foundation and the National Endowment for the Humanities, Handler got to work. During the next three years, he, Gable, and later Anna Lawson, a PhD in anthropology from class of 1995, conducted hundreds of interviews with Colonial Williamsburg staff; examined archival documents and in-house newspapers, and toured the buildings over and over again. Gable even enrolled in a docent-training course.Handler said, “We studied how a large corporation tells history to a large audience. At places like Colonial Williamsburg, there is a complicated hierarchy of historians, managers, trainers and front-line people. We were interested in exploring not just the story they were teaching but how that story changed as it worked its way through this complicated organization.”
Their exploration yielded interesting results. First of all, they recognized a palpable awareness of the tension between education and entertainment, as Colonial Williamsburg employees repeatedly emphasized that “this is not some historical Disneyland; it’s a serious place.” They also confirmed their initial suspicions that integrating candid discussion of slavery into a celebratory context was a delicate and difficult task.
Specifically, Handler noted the challenges facing African-American employees at Colonial Williamsburg. He said, “For African-Americans who work at these sites, it’s a really tough dilemma. On one hand, they want to talk about the oppression of the system, but they also want to portray their ancestors as strong survivors. And they have to deal with the psychological challenges of dressing up as slaves.”
For the most part, Handler’s research remained focused on Colonial Williamsburg employees, as visitors turned out to be challenging sources of information. He said, “Visitors are really hard to study. It’s very hard to get good answers from them. If you ask them why they’re there, they say it’s because they love history; if you ask them how they define history, they’ll tell you ‘telling the story of our nation’s past.’ It’s difficult to get beyond that. If you’re interviewing insiders, you have a lot of specifics to talk about; with visitors, it’s a lot harder.”
Overall, Handler’s investigation of Colonial Williamsburg illuminated the challenges of merging education and entertainment, fact and revision, celebration and candor. In addition to several scholarly articles, Handler and Gable used their research to write “The New History in an Old Museum: Creating the Past at Colonial Williamsburg.” Since its publication in 1997, the book has secured its position in a unique genre — that of the museum ethnography.
You’ve been listening to the Oscar Show, I’m Jacob Canon. Join us next week when our topic will be University of Virginia psychologist Amori Yee Mikami, her research of ADHD, and how intervening factors have made this disorder more complex and detrimental for young females.
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04.30.08
Posted in Consumer Culture, Jacob Canon, Psychology, Social Psychology, The Oscar Show, UVa College of Arts & Sciences, University of Virginia, happiness, sociology at 12:04 pm by Jacob Canon
In last week’s show we examined the research of we examined the works of Tobias Lear, secretary to George Washington and envoy to North Africa for President Thomas Jefferson.
Material World [6:21m]:
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In today’s show, adapted from an article recently published on the Oscar Web site written by Melissa Maki, research communications coordinator for the Office of the Vice President for Research and Graduate Studies, we look at the research of Allison Pugh, an assistant professor of sociology at the University of Virginia, and her study of how families deal with the increasing demands of a consumer culture.
Parents in the U.S. have become all too familiar with the latest fashion trends, toys and electronic gadgets as children regularly plead for the next best thing. But how do parents — especially those with limited incomes — comply with their children’s demands?
Allison Pugh, an assistant professor of sociology at the University of Virginia, began looking at parents’ buying habits as a doctoral student at the University of California at Berkeley. Based on her findings, and with the help of an Alfred P. Sloan Foundation grant, Pugh is currently completing a book, Longing and Belonging: Parents, Children and Consumer Culture, scheduled to be published by the University of California Press in the spring of 2009.
Pugh said, “I wanted to look at consumption and how the standards for an adequate childhood are ratcheting up, and how affluent and low-income parents are handling that.” She spent three years conducting ethnographic research: interviewing parents, volunteering and observing in three different California schools, including a private school and two public schools, one low-income and one affluent.
During this time, Pugh found common themes among the study’s economically and racially diverse participants. She said, “In all these schools, children feel the need to have certain things or experience certain things — like going to popular movies or local attractions — to be visible or to belong in their social groups.”
The need to belong transcends class boundaries, as does the parental tendency to comply with children’s desires. Pugh found that even those parents struggling to put food on the table and pay bills at the end of the month find ways to provide their kids with expensive, popular items so that their children achieve a sort of “dignity” among their peers.
Yet, Pugh did find differences in the specific buying habits of poor and wealthy families. She said, “Low-income and affluent families are all buying, and they are all buying in response to this need to belong on the part of their children. And in some cases they are even buying the exact same thing, like Game Boys, but the way they buy is different and the way they talk about buying is different.”
Affluent families engage in what Pugh terms “symbolic deprivation,” deemphasizing their spending, not wanting to appear materialistic, and focusing on specific items they don’t buy for their child, whether it be electronics or Barbie dolls. In contrast, she said, low-income families engage in “symbolic indulgence.” Since poor families can’t provide their child’s every desire, they focus on key items with the highest social value, like Sony PlayStations.
Much of the current literature in this area explains the growing culture of spending around kids in the past few decades as parents acting in a rational way in an increasingly materialistic society. The argument is that people are simply trying to get ahead and have more. Pugh’s research is unique in that it brings the significance of emotions into this equation.
Pugh explained, “The proliferation of commodities in childhood has changed what possessions mean. Now they mean belonging to children and they mean care to parents and to children.” She argues that buying for children has created a new dynamic in parent-child relationships. “It’s about recognition of desire, it’s about empathy, and about the parent realizing how difficult it is to be different in American culture.”
Pugh notes that parents today are confronted with two choices, neither of which is good. They can give in to the consumer culture, even if they can’t really afford to, or they can deprive their children of goods, putting kids at risk of being ostracized by their social groups.
Regulating how companies are allowed to market goods to children may be part of the solution to this dilemma, but Pugh asserts that items achieve social value not immediately after children are exposed to advertisements, but when kids get together in small groups and talk about them.
With this in mind, Pugh concludes her book with suggestions of how parents and schools can collectively organize around consumption issues in order to drain commodities of some of their social power. Some promising examples include a Michigan group that is fighting the escalation of party bags and other birthday phenomena, informal groups of parents agreeing to limit their children’s exposure to popular culture, and schools banning cell phones and iPods on their campuses.
You’ve been listening to the Oscar Show, I’m Jacob Canon. Join us next week when our topic will be the research of Richard Handler, UVa professor of anthropology, and how the popularized story of colonial Williamsburg, upon reexamination reveals different side of tale.
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04.09.08
Posted in Business, Jacob Canon, Relationships, The Oscar Show, UVa College of Arts & Sciences, University of Virginia, sociology at 12:04 pm by Jacob Canon
In last week’s show we examined the research of University of Virginia politics professor Paul Freedman that suggests that the ever-growing barrage of political ads actually contributes to citizen education and engagement, and only rarely have negative impacts.
In today’s show, adapted from an article recently published on the Oscar Web site written by Melissa Maki, research communications coordinator for the Office of the Vice President for Research and Graduate Studies, we look at the research of Rob Cross, associate professor in the McIntire School of Commerce, and his work helping businesses discover potential bottlenecks or disconnects in their network — providing information that is critical for businesses to improve.
One of the secrets to running a business, and getting the highest productivity is understanding how a company is structured to maximize efficiency. In the past, companies have used formal organizational charts that delineate chains of command, oversight and work flow.
But Rob Cross, associate professor in the McIntire School of Commerce, doesn’t put much stock in these formal organizational charts. His research has proven them largely irrelevant in understanding how businesses actually operate on a day-to-day basis.
Cross, an expert in social network analysis, works with companies to determine the intricate, but largely invisible connections that people form in order to get their work done.
In order to illustrate and understand these relationships, Cross interviews and surveys employees about topics such as whom they rely on for information and who helps them to accomplish tasks. “It’s like taking an X-ray to see who’s important in an organization,” he says. “A lot of the times, it’s not who leaders think it is.”
Rather than a hierarchy, the results of Cross’ mapping more closely resemble a web, graphically demonstrating countless interconnections. The diagrams Cross constructs help him to understand who is central to getting things done as well as to visualize bottlenecks or disconnects in the network — providing information that is critical for businesses to improve.
For instance, at the edges of these maps, Cross often finds people with important expertise who are underutilized by their organization. Finding ways to connect these outliers and their resources back to the organization can dramatically improve business performance.
In his analysis, Cross also looks closely at the notion of enthusiasm or what he terms “energy” and its role in an organization. He has found that people who have the ability to create enthusiasm around them establish more connections and ultimately perform better than others. Cross can pinpoint areas of a company with high and low levels of energy and give managers suggestions for fostering energy, and thus new ideas.
Cross said, “Energy is hugely predictive of where innovation starts to occur deep within an organization.”
In 2004, Cross published The Hidden Power of Social Networks: Understanding How Work Really Gets Done in Organizations. This book incorporated his research into a practical tool for executives.
He plans to release another book in 2009 that will feature more business ideas and diagnostics. It will be geared towards not only executives but also business students. Partnering with the Batten Institute, at the Darden School of Business, Cross is developing stories about company experiences, using social network analysis, into multimedia case examples that will accompany the book.
Cross founded and directs the “Network Roundtable”, a consortium of 80 member organizations who work with McIntire faculty to apply network techniques to critical business issues. The Roundtable tests new business ideas and measures their impact. Findings are available to members, as is faculty expertise.
Cross said, “The intent of the Roundtable is to be a conversation between McIntire and the broader commercial world. The real focus for me is how we, as a business school, can show impact.”
You’ve been listening to the Oscar Show, I’m Jacob Canon. Join us next week when our topic will be the research of John C. Herr, director of U.Va.’s Center for Research in Contraceptive and Reproductive Health, and his development of the FDA approved “SpermCheck Vasectomy”, a home test that confirms men’s post-vasectomy sterility.
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