PUTTING FEMINIST PEDAGOGY TO THE TEST

Critics of women's studies (WS) have charged that WS teaching overemphasizes students'personal experience and is overly politicized. They claim further that WS classes discourage critical, independent thinking and stifle open, participatory learning, causing student dissatisfaction. This study provides empirical evidence of the process of WS teaching from the perspective of 111 teachers and 789 of their students from 32 campuses in the United States. Contrary to WS critics, WS faculty and students reported strong emphases on critical thinking/open-mindedness and participatory learning and relatively weaker emphases on personal experience and political understanding/activism. In addition, student ratings of positive class impact were higher for WS than non-WS classes. The results support the pedagogic distinctiveness of women's studies.     

The Role of Internalized Stereotyping,Parental Pressure,and Parental Support on Asian Americans' Choice of College Major

The author explored the relationship between internalized stereotyping, parental pressure, and parental support on major choices among 315 Asian American undergraduate and graduate students. Results indicated that parental support, but not parental pressure, toward certain majors was associated with more stereotypical major choices. In addition, internalization of academic and career stereotypes was associated with more stereotypical major choices. El autor exploró la relación entre los estereotipos internalizados, la presión de los padres y el apoyo de los padres en la elección de estudios universitarios de 315 estudiantes de grado y posgrado asiático‐americanos. Los resultados indicaron que el apoyo de los padres, pero no la presión de los padres, hacia ciertas carreras está asociado con elecciones de estudios más estereotípicos. También, la internalización de estereotipos académicos y de carrera laboral está asociada con elecciones de estudios más estereotípicos.     

Quasi‐Experimental Single‐Subject Design: Comparing Seeking Safety and Canine‐Assisted Therapy Interventions Among Mentally Ill Female Inmates

This repeated measures quasi‐experimental study evaluated the effectiveness of 2 interventions, Seeking Safety and canine‐assisted therapy, with female prisoners with trauma histories on a mental health unit. Results indicate both are effective at reducing anxiety, depression, and posttraumatic stress disorder.     

Rebuilding from the vacuum: A qualitative study of people with a recent history of incarceration

Thirty-four adults recently released from incarceration and living in transitional homes were interviewed in this qualitative study. An open-ended approach to interviewing was used to allow participants’ main concerns to emerge. Participants were primarily focused on rebuilding relationships to achieve stability post-incarceration. Participants who rebuilt stable relationships were able to work on internal goals (e.g., sobriety). Participants who did not rebuild stable relationships returned to existing social networks of unstable connections characterized by drug addiction, abuse, or criminal activity.