Exploring representations of Black masculinity and emasculation on NBC’s Parenthood     

Gina Castle Bell  Tina M. Harris 《Journal of International and Intercultural Communication》2017,10(2):135-152

Here, representations of Black masculinity and emasculation are explored on NBC’s Parenthood. We question whether depictions of Black masculinity represented through Parenthood’s character, Alex, are empowering or stereotypical; how do they reflect, destabilize, and/or reinforce heteronormative depictions of Black community members? Two seasons were analyzed using Owen’s thematic analysis. Ultimately, Black males are portrayed as being societal failures, criminals, violent, and hypersexualized through his character. This embodiment ultimately preserves long-held images of Black men as “Toms, coons?…?bucks?…?as oversexed, aggressive, violent, animalistic, or emasculated” (Jackson, R. L. II. 2006. Scripting the black masculine body: Identity, discourse, and racial politics in popular media. Albany, NY: State University of New York Press). Practical recommendations and suggestions for researchers and media practitioners are provided.  相似文献   

Involving top performers for organization development–an innovation in performance management     

Philip R. Harris 《Performance Improvement》1982,21(5):10-13

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Correlations between teacher and student background and teacher perceptions of discipline problems and disciplinary techniques     

W. L. Moore  Harris Cooper 《Psychology in the schools》1984,21(3):386-392

A survey of elementary school teachers was conducted to examine the relations between teacher perceptions of discipline problems and disciplinary techniques and five background characteristics of teachers and students: (a) teacher education, (b) teacher experience, (c) student social class, (d) student ethnicity, and (e) student grade level. In general, more experienced and educated teachers preferred confronting students about misbehavior, while less educated teachers rated physical or verbal punishments more favorably. Teachers in schools serving lower social classes and/or more minority students reported more discipline problems and more use of physical punishment. Many other significant relations were reported.  相似文献   

Sacrifices in Greedy Universities: Are they gendered?     

Jan Currie  Patricia Harris  Bev Thiele 《Gender and education》2000,12(3):269-291

In 1995-97, a research team interviewed a cross-section of staff in two Australian public universities about the sacrifices they had to make to pursue their careers. This article discusses the responses of the staff who participated in this study. It uses Coser's concept of the 'greedy institution' to describe the hold which universities have over their staff and details the range of personal and professional sacrifices which staff made in order to be part of their university culture. Comparisons are drawn between male and female staff, academic and general staff, and the two universities which participated in this study. It is concluded that the overall impact of current economistic and neoliberal discourses are such as to minimise differences on each of these scores and produce a certain uniformity of response across site, gender and occupational status. The article suggests that this apparent uniformity is the product of a peak masculinist discourse used mainly by those in the more powerful positions in these institutions, which acts to disenfranchise all those who do not operate within its restricted and restrictive boundaries.  相似文献   

Time—Is It Really of the Essence?     

Harris H. Shettel 《Curator: The Museum Journal》1997,40(4):246-249

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A Perspective on Strategy Research: Progress and Prospects     

Patricia A. Alexander  Steven Graham  Karen R. Harris 《Educational Psychology Review》1998,10(2):129-154

Our goal in this article is to present a broad perspective on the state of strategy research and to consider, in brief, the prospects for strategy research in the future. We first draw on the literature in an effort to delineate the attributes of strategies and to consider several dimensions of strategies that dot the research landscape. Next, we distinguish strategic performance from skillful behavior. With this definitional framework in place, we survey changes that might be evidenced in learners' strategic processing over time, as a consequence of knowledge and motivation, as well as other personal factors. Additionally, we explore aspects of the task and the context that serve as change agents in strategy development, including domain, time, and instructional support. We conclude with a brief reflection on issues that deserve attention in research and practice in the next decade, to assist strategies instruction in reaching its potential as a part of integrated, validated instructional practices.  相似文献   

Prevalence and risk factors for childhood sexual abuse in women: national survey findings.     

N D Vogeltanz  S C Wilsnack  T R Harris  R W Wilsnack  S A Wonderlich  A F Kristjanson 《Child abuse & neglect》1999,23(6):579-592

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Dismantling a deconstructionist history of philosophy of education.     

Kevin Harris 《Educational Philosophy and Theory》1988,20(1):50-62

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The effects of grouping on short-term serial recall of digits by children: developmental trends     

G J Harris  D Burke 《Child development》1972,43(2):710-716

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Orientation on branching diagram analysis     

Ben M. Harris 《Studies in Educational Evaluation》1979,5(2):157-161

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