Invisible Mediators of Action: Classification and the Ubiquity of Standards

This article is a methodological think piece about the ways in which classifications (and standards) impinge in myriad ways on our daily lives. We argue that although they are frequently invisible to us, they are highly political and ethically charged. We suggest 4 principles garnered from our own research and that of others that can together be used to give a picture of their scope and reach: recognizing their ubiquity, analyzing their material texture, examining ways in which they reconfigure our understanding of the past, and exploring their practical politics. Together, the principles suggest a "reverse engineering" of classification systems to reveal the multitude of local political and social struggles and compromises that go into the constitution of a "universal" classification.     

Relationship among Willingness to Listen,Receiver Apprehension,Communication Apprehension,Communication Competence,and Dogmatism

The purpose of this research was to investigate whether people vary in their willingness to listen and whether this variable has any relationship to dogmatism, receiver apprehension, Self-Perceived Communication Competence (SPCC), or communication apprehension. A refined version of the Willingness-To-Listen (WTL) instrument was used to test these relationships. The results indicated that the WTL scale is a reliable and valid measure of an individual's habitual propensity to listen. WTL was found to be positively related to communication skills and negatively related to receiver apprehension, sender-based communication apprehension, and dogmatism.     

Listening/Nonverbal Communication Training

Multiculturalism increases communities' hopes of reducing racism and increasing productivity. Diversity training, however, is receiving negative criticism. Still, effective communication is viewed as critical. Thus, training in this area is encouraged. Cultural understanding and communication skills provide frameworks for developing tolerance and understanding. This study was conducted to provide more applied research to multicultural diversity with applications for business and education. Further, the purpose of this study was to analyze the influence of listening/nonverbal communication training on an individual's level of multicultural sensitivity. A statistically significant relationship was found between the listening/nonverbal communication training used in this study and multicultural sensitivity.     

Alternative approaches to researching social capital: A comment on van Deth's measuring social capital

This paper responds to van Deth's overview of empirical research on social capital and the difficulties of measuring the concept. We entirely agree with many of the problems that he identifies with the dominant mode of enquiry to date: namely survey and polling methods of attitudinal data. We are sure there are ways of improving on such quantitative methods although we are of the view that qualitative research is especially helpful for exploring the processes of social capital formation and the relationship between networks and norms so crucial to Putnam's use of the concept. Briefly, we discuss our own qualititive work involving intensive interviews with 120 activists drawn from a Citizens Audit of Britain. We address the importance of pre-existing trust and informal processes of mobilization, the significance of experiences of group involvement for generating norms of trust as well as distrust and the extent to which evaluations of such experiences influence wider views of participation and democracy in Britain. In sum, we totally endorse van Deth's call for the greater use of 'multi-methods and multi-level srategies' in empirical research by extending his plea to consider the valuable role of qualitative methods in the study of social capital.     

Gendered institutional research cultures in science: the post-doc transition for women scientists

This study examines perceptions of post-doctoral women bench scientists working across fourteen major US research universities, and how both individual and institutional experiences influenced their desired futures. Findings reveal three distinct career paths (research, teaching, and industry). This study provides insight into individual career decision processes involving as to how gender is experienced in male-centric cultures, how experiences of barriers are reframed, and how obstacles influence choices. These women emphasized strong desires to contribute to their respective fields and to collaborate with others, a key relational aspect missing in their current work. All participants indicated aspirations to have both a career and a full life beyond the lab. Findings further suggest a post-doctoral environment laden with gender and family biases including subtle discrimination and challenges specific to women working in male-centric cultures. A strong relationship between experiences of gender and family biases suggests that additional burdens are placed on women's career paths and their evolving identity. This study identifies the postdoctoral journey as a unique transition zone marked by a period of adaptation and selection as they make sense of their experience and decide on how best to achieve success and fulfillment as women and as scientists.     

THE GIFT OF SPIT (AND THE OBLIGATION TO RETURN IT)

People can now send a sample of their saliva to an internet-based company in order to discover genetic information about themselves. Entering this ‘direct-to-consumer’ genetic testing (DTC GT) marketplace can result in enticement to engage in various forms of ‘participatory’ practices, such as taking part in genetic research. In this article, we analyse the research activities of one of the largest and best-known DTC GT companies, 23andMe. 23andMe research is based on what they term ‘participant-led’ research methodologies, which utilize a combination of consumers’ genetic information and self-reported data in the form of completed online surveys. Our analysis shows that 23andMe presents research participation as a form of gift exchange, implying some kind of social bond. Social ties between the consumer-participant and 23andMe are integral to the company's ‘novel’ research agenda which relies on the ongoing aggregation of data from a loyal re-contactable cohort. We argue that the notion of gift exchange is used to draw attention away from the free, clinical labour which drives the profitability of 23andMe. We offer an account of a particular form of online research participation which differs from other kinds of participatory medical research. As medical research becomes increasingly driven by large data sets and internet-based research methods, we offer a timely analysis of emerging participatory practices.     

Personal Problems and Women's Issues

Teen television drama series are centrally concerned with issues of sexuality as teenage characters gradually mature. Their sexual maturation is key in marking their transition from childhood to adulthood and the genre often emphasises significant moments in this development, such as first kisses, dates and/or sexual experiences. Within the genre's sexual culture, representations of sexual violence are common, yet have remained widely neglected by both teen and feminist television criticism. This article addresses this neglect by examining the kinds of stories about sexual violence that emerge in this genre. I argue that a fuller understanding of these narratives is offered by situating them in relation to series’ and generic frameworks more broadly, rather than analysing them in isolation. Specifically, I will explore episodic sexual violence narratives in US programmes between 1990 and 2008, outlining developments in these representations over time. The article begins by mapping where these episodes occur within broader series’ structures. This provides the context for a deeper analysis of how sexual violence functions both narratively and ideologically across these programmes.     

Endless Interrogation

This paper takes a revisionist look at the first episode of Prime Suspect (1991–2006)—hereafter known as Prime Suspect (1)— in what was to become a cycle of dramas, conceptualised, and in the first instance, written by Lynda La Plante, based upon the female Detective Chief Inspector character, Jane Tennison. Critical attention has hitherto tended to shift away from Brunsdon's (2000) ground-breaking work on Prime Suspect (1)'s “equal opportunities discourse” toward critiques which emphasise its noir, hardboiled and literary, traditions. The paper thus seeks to rehabilitate Prime Suspect (1)'s televisual—rather than derived—lineage, in an adapted form of dramatised documentary practice. By using insights drawn from Kristevan psychoanalytic analysis I undertake an analysis of the programme in order to demonstrate how the masculine police series drama genre may be not only intervened, but is ultimately deconstructed by, the abject female body.     

Reconstructing the future: Du Bois,racial pedagogy and the post-civil rights era

This essay addresses the legacy of W.E.B. Du Bois, as both scholar and activist, at a time when the university's civic mission is imperiled by corporatisation and racial backlash, access to its resources are increasingly predicated on whiteness and wealth, and the greater public good is financially and spiritually starved with every advance of American empire abroad. Focusing on Black Reconstruction, it elaborates in particular on the pedagogical implications of Du Bois's reading of the post-Reconstruction era for progressives caught in the contradictions of the current post-Civil Rights era. Drawing on Du Bois's insistence that education (both formal and informal) is central to the functioning of a nonrepressive and inclusive polity, the essay reflects on the current crisis of black educational access to quality schooling at all levels, as well as the relentless attacks on more public sites of pedagogy, within the context of neoliberal social and economic policies as well as the racist backlash against the civil rights gains of the 1960s. It addresses the degree to which engaged dialogue about the history and politics of racialised exclusion in the US and globally in the university have been derailed by the dictates of a particularly limp version of liberal multiculturalism and its allegiance to the privatised discourses of identity and difference. In so doing, it explores the role that educators might play in linking rigorous scholarship and critical pedagogy to progressive struggles for securing the very conditions for racial justice and political democracy.