Suchergebnisse

This article offers a discussion of a collaborative international learning experience with a social work student in an MSW program in the United States. It tells the story of a particular student from Western Africa who has worked for political and civil rights as well as economic and social rights, and delineates lessoned learned by both the student and the professor through their collaboration.

The essays in Killing Women: The Visual Culture of Gender and Violence find important connections in the ways that women are portrayed in relation to violence, whether they are murder victims or killers. The book's extensive cultural contexts acknowledge and engage with contemporary theories and practices of identity politics and debates about the ethics and politics of representation itself. Does representation produce or reproduce the conditions of violence? Is representation itself a form of violence? This book adds significant new dimensions to the characterization of gender and violence by discussing nationalism and war, feminist media, and the depiction of violence throughout society.

In response to calls to study the intersecting identities of race, gender, engineering, and veteran status, we examined the experiences of Black male student veterans in undergraduate engineering (BMSVEs). Black male veterans bring technical skills and worldviews shaped by their military and cultural experiences, which can strengthen the engineering profession. Therefore, we addressed the following question: What support systems do BMSVEs use to navigate engineering education at predominantly White institutions? In this study, we used narrative inquiry through seven interviews with BMSVEs and an identity exercise to share the participants' stories. We employed a counterspaces framework informed by veteran critical theory to learn about the counterspaces used by BMSVEs to find fit and succeed in engineering education. The results indicated that religion and family provide counterspaces for BMSVEs who report being marginalized and minoritized because of their race and veteran identity, respectively. While Black-focused counterspaces are important for traditional-age students developing their identities, they were not similarly important to many older BMSVEs with more developed identities. Although Student Veteran Association chapters served as counterspaces for some BMSVEs, this was not the case for all of our participants-perhaps because they perceived them to be White spaces. Our research showed that BMSVEs found fit in their engineering programs by engaging in one or more counterspaces that supported them on their educational journey. A loving family, a faith community, and ethnic- or veteran-focused organizations can serve in this role. The BMSVEs who found counterspaces were well equipped to thrive in engineering education.

This paper describes some sample best practices identified by three institutions, Virginia Tech, Kansas State University, and the University of San Diego to support the recruitment, transition, and retention of veterans in engineering degree programs. These three institutions represent a subset of the initial cadre of institutions receiving planning grants from the National Science Foundation to facilitate and support veterans in their pursuit of undergraduate and graduate engineering degrees, particularly when utilizing their "GI Bill" benefits. Best practices presented here include a website to co-locate veterans' campus resources virtually, a slide show "video" to highlight the mechanics of graduate school and finding the right program, models to help institutions give military veterans academic credit for military training, results of a regional institutional networking workshop on veterans issues, and strategies to better attract and recruit veterans to engineering degree programs.