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In 2018, we sought to understand the difference in pedagogical training opportunities and demand within political science departments across the U.S. through surveys of political scientists. Since then, the COVID-19 pandemic forced faculty to rethink the way they do assessment and lectures resulting in stress and burnout. To measure attitudes, resources, and opportunities for teaching and teacher-training in this new environment, we once again surveyed American Political Science Association (APSA) members. Using APSA membership provides a large pool of political scientists, however as a sample it may skew toward more tenure and tenure-track faculty at larger universities. With that caveat, almost all APSA members in our 2021 survey reported that their in-person courses were converted to a remote, hybrid, or web assisted format in the 2020 to 2021 period. While morale and confidence in teaching declined during the pandemic, interest in offering alternative forms of teaching like synchronous remote courses increased. Respondents found pedagogy training more important following the pandemic, despite a decline in participation. Furthermore, interest in this training remained stable between prepandemic and postpandemic periods. These findings suggest that declining participation in these activities is more reflective of a lack of time and institutional rewards rather than less interest in training opportunities. These shifting attitudes call for increased opportunities for pedagogy training. As with prior findings, incentives would encourage political scientists to increase their participation in pedagogy training as many do not feel rewarded for their teaching efforts. [ABSTRACT FROM AUTHOR]

This article engages with care as an increasingly marketed yet inconsistently articulated and accounted form of labor in the space of the university. As the COVID-19 crisis has thrown into sharp relief the inequities and fragilities of an increasingly market-driven university sector, it has also enabled us to reframe questions surrounding what we value about and within the university. In order to explore faculty perceptions and distributions of care as it was expected and performed in universities during the COVID-19 pandemic, we conducted a qualitative survey. Results demonstrated that while care is an increasingly essential feature of academic labor, it remains largely invisible, misunderstood, unaccounted for, and unequally distributed. [ABSTRACT FROM AUTHOR]

Student Evaluations of Teaching (SETs) are an integral part of evaluating course outcomes. They are routinely used to evaluate teaching quality for the purposes of reappointment, promotion, and tenure (RPT), annual review, and the rehiring of adjunct faculty and lecturers. These evaluations are often based almost entirely on the mean or proportion of the ordinal overall score with no regard to statistical noise. This study examines the distribution of the statistic (mean or proportion) when SETs are administered online and in-person. Using non-parametric procedures, we show that the size of the 95% confidence interval of the statistic is a function of response rates. Prior to COVID-19, online administration of SETs resulted in significantly more uncertainty than in-person administration because the in-person response rates were higher. Due to a decrease in in-person response rates in the post-COVID vaccine period, both methods result in significant levels of uncertainty of the true statistic value. In classes of fewer than 30 students, the 95% confidence interval of the statistic is wide enough for instructors to be considered for a teaching award in one semester or below average in another semester, while holding teaching quality constant. [ABSTRACT FROM AUTHOR]

Student involvement in faculty research is on the rise because it serves at least three sets of interests: (1) students' desire to build their résumés and develop close relationships with faculty members; (2) faculty members' hope of getting research support from bright, attentive assistants; and (3) universities' wish to publicize these opportunities to incoming student and faculty cohorts. At times, faculty members may come to see their undergraduate researchers as a source of inexpensive but high-quality labor, forgetting that they are students who are at the university to learn critical skills. In this article, I make the case for a student-centered approach to the undergraduate research experience (URE), which combines a traditional apprenticeship with a curriculum in the "what," "why," and "how" of research and expands the program over multiple semesters, supporting a team of student apprentices. I argue that this approach meets more of students' goals while also supporting faculty and university interests. I describe the multi-semester URE that I have developed and provide tools to faculty members who want to adapt this program to their home institution. [ABSTRACT FROM AUTHOR]

Through a randomised controlled experimental design, the purpose of this study was to determine whether the gender of a music teacher educator influenced student perceptions of professional and interpersonal teaching skills. Participants (N = 146) completed a student evaluation questionnaire after viewing five-minute teaching videos of a professor leading a lecture and mentoring a student teacher. The teaching videos were scripted and directed by the researchers. The female professor in this experiment scored significantly higher than the male professor on interpersonal measures (p <.001), however there was no significant difference between the male and female professor on professional quantitative measures. The male professor received a greater proportion of positive comments in the open response section of the questionnaire (p <.05) and significantly more positive comments related to professional traits (p <.05) than the female professor. These results suggest students may perceive professional and interpersonal teaching qualities differently in male and female music teacher educators. [ABSTRACT FROM AUTHOR]

From Uber to Home Depot to Starbucks, companies are increasingly asking customers to rate workers. Gathering data from these ratings, many firms utilize algorithms to make employment decisions. The proliferation of customer ratings raises the possibility that some customers may review workers negatively for racist, sexist, or other illegal reasons. Absent a legal framework to address these changes, the expanding influence of consumer-sourced feedback threatens to undermine fundamental antidiscrimination protections for workers. This Article critically evaluates the legal regulation of customer-based, algorithmic discrimination in the workplace. The traditional view of customers as clients assumes that customers have no direct power to discipline or discharge workers. Yet today, online review systems allow customers to rate workers and decide their fates. Responding to these developments, this Article provides a method for understanding the rise of "managerial customers" and the legal responsibility that companies should assume for discriminatory customer reviews. [ABSTRACT FROM AUTHOR]

The utilization of the Career Construction Interview (CCI) is advancing throughout the career counseling field. The narrative social constructivist approach assists clients in accentuating and narrating a personal career story that highlights attitudes, skills, and behaviors for their career planning and development. The CCI is recommended for use across diverse cultures and groups. However, more insight is needed into how career counselors can use the CCI to implement a trauma‐informed approach and reduce the risk of re‐traumatization. This article presents an review of trauma in career counseling, the CCI, and trauma‐specific considerations for diverse populations that present for career counseling. Next, the authors present questions from the CCI and how trauma may affect the responses to these questions. Alternative prompts are provided that align with the original purposes of these questions and provide similar storied responses to aid the client in building a useful narrative for career development. Additionally, the authors present a brief case example implementing these alternative prompts and their effectiveness in application. [ABSTRACT FROM AUTHOR]

Online Learning is on its peek after Covid'19 Lockdown. Online education is becoming very prevalent everywhere whether it is village or city. One can join online education anywhere in the country or abroad. Today online education is proving to be very beneficial for students says Bastwati Devi (2021). Moreover, the New National Education Policy 2020, released by the Ministry of Education (MoE), strongly emphasises digital and online learning to make education accessible to every child in India. Leveraging the power of modern technology in education, NEP Policy 2020 aims to completely transform the Indian education system and make the country a "Global Knowledge Superpower" by 2030 explains Anuj Kumar Jha (2022). Advances in information technology have presented new challenges and opportunities for teaching and learning in traditional higher education institutions Ma, Y (2004). On the basis of the above, an attempt has been made to study the insight of the students, especially among the management students of Kanyakumari District. [ABSTRACT FROM AUTHOR]

The Third Space in higher education encompasses both identities and labor. This paper begins with a discussion of work-based and professional identities within higher education and the growth of the Third Space. Moten and Harney's (2004) Undercommons is used to further explain the Third Space. We discuss how social capital and communities of practice are central to creating solidarity and end with a discussion of recommendations to better support Third Space professionals. [ABSTRACT FROM AUTHOR]

There is a known gender gap in higher education where female students have different learning outcomes at school and university levels. This review article begins by examining scientific facts supported by evidence from field studies and understanding the various factors in determining differences in learning outcomes of gender approaches in achieving higher education outcomes. For this reason, this study explores the perspective of a gender model approach to educational achievement in terms of the thoughts of outstanding students in several universities in Aceh Province through data analysis of the phenomenological approach to the interview data of 400 exceptional participants to hear their perceptions about their learning progress. With this semi-structured interview, we understand that differences in educational outcomes are related to gender differences in non-cognitive traits of education, such as behavior, interests, motivation, personalization, consistency, and external support; However, causal interpretation of the interview evidence and literature review has concluded our research by determining which factors are most decisive for the female student achievement as a gender approach model. The implication of this study is that thought in solving policy approaches can help close this gender gap, and this finding shows how gender-based policies can close it. Thus, these findings will be a meaningful input for developing studies for researchers, academic discussion, and policy-making to support female students' academic achievement in higher education institutions. In addition, the achievements obtained are expected to be a model for women to increase their capacity as social workers and entrepreneurs. [ABSTRACT FROM AUTHOR]

The Black Lives Matter (BLM) movement arose to put a much-needed spotlight on police brutality and systemic racism. In two comprehensive studies, we sought to investigate the determinants of support for the BLM movement. First, in a systematic review 1,588 records were identified and findings from twenty-four studies (Npooled =27,691) were narratively synthesized along five categories relating to demographics, race, partisanship and ideology, discrimination and prejudice, and psychology. Second, we exhaustively examined the determinants of BLM support across thirteen probability-based nationally representative datasets (Npooled =31,779), finding thirty-seven common predictors for which individual meta-analyses were conducted to estimate the strength and robustness of their associations. Our results suggest a near perfect match between BLM opposition and positive attitudes towards political actors and institutions rooted in systemic racism in the United States. The present work contributes to a broad categorization of correlates of support for BLM across social, psychological, and political domains. [ABSTRACT FROM AUTHOR]

Boys persistently lag behind girls in English/language arts. We find that heterogeneity in teachers' relative boy-specific value added could explain a large proportion of this gap. We exploit multifaceted measures of effective teaching, including popular teacher observation protocols, principal ratings, and student perceptions of teaching practices, to explain this heterogeneity. We find no evidence of heterogeneous effects of these teacher measures by gender. Instead, we show that gender gaps in student evaluations of teaching practices capture meaningful differences in the perceived inputs boys and girls receive from the same teacher, explaining from a third to all of the value-added gender gap. [ABSTRACT FROM AUTHOR]

Purpose: Educators increasingly rely on student survey data to assess classroom climate and implementation of ambitious new teaching standards. Aggregates of student survey reports have face validity as indicators of typical student experiences and can reliably distinguish among classrooms and predict valued student outcomes. Investigating within-classroom variation in addition to classroom aggregates can provide important context for interpreting classroom climate data, helping identify differential instructional experiences and perceptions of instruction among different groups and potential issues impeding high-quality learning opportunities for all students. We investigate whether consensus in student survey reports can offer additional evidence to help identify instructional microclimates in science classrooms. Methods: We use a mixed-methods approach combining multilevel regression models with embedded case studies to qualitatively illuminate patterns of within-classroom consensus. Findings: We find relatively low consensus among students on all aspects of classroom climate but not systematic differences in perception based on race, gender, or English learner or socioeconomic status. Holding average climate ratings constant, we found limited evidence that greater consensus was positively associated with observation scores. Our embedded case studies suggest that students in high-consensus classrooms had more opportunities to collaborate and interact, and more formalized opportunities for participation than in low-consensus classrooms. Finally, we find that consensus around classroom climate is not related to student academic outcomes but is positively associated with student growth mindset. Implications: Our findings illustrate potential new ways in which data from student classroom surveys can be used to inform instructional improvement efforts. [ABSTRACT FROM AUTHOR]

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This article explores the state of mainstream Hip Hop and the rhetoric of consumption that is so persuasive today. We begin with a discussion of the educational system and how it functions as an ideological state apparatus to propagate capitalism as a benevolent ideological foundation. This propagation is a form of control that helps maintain the status quo. We describe the dehumanization and alienation within the educational system using a Freirean perspective. The article ends with a critical analysis of the process of capitalistic recuperation in Hip Hop and how this operates within the spectacle as described by Guy Debord. [ABSTRACT FROM AUTHOR]

We conduct a randomized control trial to assess the efficacy of utilizing modified introductory language in student evaluations of instruction to mitigate implicit bias. Students are randomly assigned within courses to three treatment arms and shown so‐called "cheap talk" scripts referencing implicit bias, the high stakes associated with student evaluations, and the combination of the two. We analyze both the impact assignment of the treatment has on completion rates as well as the effect on average instructor rating. Our analysis indicates assignment has statistically significant effects on the likelihood of response for those assigned the combined treatment, though the effects are heterogeneous with respect to both instructor and student race/ethnicity and gender. We further find the high‐stakes treatment leads to higher average scores for racial/ethnic minority instructors with no significant effects from the implicit bias and combined scripts. [ABSTRACT FROM AUTHOR]

In organized institutions of the kind that I consider in this paper (like universities, or scientific societies, or firms, or government), the function expressed by someone in an institutional status role is defined in part in relation to the institutional status roles of others, and this, according to Ludwig, is minimally required for an institutional structure of status roles (Ludwig 2017, p. 7). SFAD makes evident what may help to counteract the subordination that type (3) cases exhibit: effective safeguards ought to be in place to ensure that status role performances of marginalized group members are properly credited to them, so that all those formally in the domain of a status role also comprise its de facto domain. Instead of explaining how the two functions relate, I introduce, in the next section, I one i status function that explicitly includes different membership categories to reflect how the crediting of institutional role performances is often tied to the performer's status with respect to the de facto domain. [Extracted from the article]

This article assesses whether a gender gap in political science, identified in the international literature, also is present in the context of Italian political science. The literature has mostly centered on the comparison of female publication rates in international journals with the academic workforce in the United States, but this raises an issue of data comparability. As an alternative strategy to avoid comparability biases, this study focuses on the analysis of a single national case: Italy. The article evaluates to what extent the "glass-ceiling" effect persists for political scientists who intend to publish their contributions. By analyzing data on articles published between 2015 and 2020 by the three major Italian political science journals, this contribution shows that (1) the proportion of published articles written by female authors is lower than that of male authors; (2) the hypothesis that the lower female proportion depends on a lower female presence in the field of political science is refuted; (3) there is little collaboration between men and women; (4) there is a correlation between the presence of female editors in scientific journals and the proportion of female-authored articles; and (5) gender differences are reflected in women's academic career progression. [ABSTRACT FROM AUTHOR]

Citizens hold gender-specific stereotypes about women in political office, yet scholars disagree on whether these stereotypes lead to a "double bind" in which female legislators are held to higher standards than male legislators. Two survey experiments reveal how citizen evaluations of elite responsiveness to constituent mail are conditioned by gender and sexist attitudes. The findings suggest that a double bind does exist in legislator–constituent communication, even among people who have positive views of women. For instance, although the least sexist respondents favor communication from female legislators regardless of the quality of communication, they also punish women, but not men, for taking longer to respond to constituent mail. Male legislators are also more likely to be rewarded for being friendly as respondents' sexism increases, but female legislators do not enjoy the same advantage, likely due to gender stereotypes and expectations regarding women's behavior. [ABSTRACT FROM AUTHOR]