Close encounters: Exclusion and marginalization as an intersubjective experience

The following paper will review current writings in intersubjective literature in order to examine how the issues of race and ethnicity color the therapeutic encounter in relation to paradigms of power and authority, transference, and countertransference and the “ethnic third.” It will then use two case vignettes to illustrate that therapists and clients coming from different cultural and ethnic groups can find ways to bridge their differences around race and culture through mutual experiences of exclusion and marginalization. The vignettes will illustrate some of the intersubjective interplays that are possible through the use of cultural rituals and symbols, both in order to form an empathie connection and in order to examine how race and culture shape the therapeutic relationship.     

Practicing What We Preach: Creating Groups for Ourselves

ABSTRACT

This article focuses on the professional isolation faced by social group work practitioners and educators. It identifies the need for peer support and connection in an environment of limited opportunities for professional development. The paper describes and assesses long-term peer support groups initiated and developed by each of the authors, one for group work educators and the other for practitioners. It discusses the potential for expanding the development of such groups, which could benefit individual group workers as well as strengthen efforts to ensure the survival of group work.     

‘Before they kill my spirit entirely’: insights into the lived experiences of American Indian Alaska Native faculty at research universities

American Indian and Alaska Natives (AIAN) comprise about 2% of the US population and 0.5% of the faculty in higher education. While scholars have documented the experiences of underrepresented minority (URM) faculty, the perspectives of AIAN faculty at elite universities are largely absent. Although AIAN faculty share many of the same barriers to success as URM colleagues, their unique status as Tribal peoples and their relationship to settler colonialism pose particular challenges and resistance strategies. Findings from a mixed methods study of 25 AIAN faculty at research universities, employing a decolonizing, survivance-oriented framework, examines their lived institutional experiences. The data yielded five themes regarding (1) institutional climate, (2) mentorship, (3) family–work balance, (4) cultural taxation and role stress, and (5) discrimination. The authors conclude that decolonization involves the repatriation of Indigenous epistemologies and Indigenous ‘place’ in the growth of science, research, and knowledge production, creating liberatory spaces within the academy.     

高校教工慢性病及其危险因素现状调查

2012年1月—2013年1月,对几所高校1 268名教工慢性病的发病情况及危险因素进了行分析.结果表明,随着年龄增长,女性患高血压、高脂血症及肥胖、超重的比例均呈增高趋势;而55岁以下的男性,肥胖和超重人数随年龄增长而增多,大于55岁者则渐趋下降.糖尿病和高血压患者无性别差异,其他慢性病的患病率均为男性高于女性.高脂血症和高血压随体重指数(BMI)的增高而有上升之势,而体重指数与糖尿病的患病率无明显相关性.肥胖、超重或消瘦的教职工,其糖尿病患病率均高于标准体重指数的人群.     

影响女大学生成长的若干社会因素分析

近年来,高等教育机构中女大学生所占的比例日益增长．这要求我们对女大学生成长的特殊性及其影响因素进行更为深入的分析。基于第三期妇女社会地位调查的相关数据研究发现：我国现阶段高校教师群体的社会性别意识水平发展不均,存在着对女性能力持负面评价的现象：女大学生在参与同龄群体活动的方式上与男性存在差别;来自低收入家庭的女大学生仍然面临着向上流动的障碍。对此。建议高等教育机构对教师群体展开有针对性的性别平等培训,反思甚至重建高等教育的学习模式和氛围．并对来自低收入家庭的女大学生提供更多的社会关注和支持。     

高校人才队伍建设与评价机制研究

高校人才队伍建设应抓住关键环节,用制度创新建立合理的量化考核指标体系。通过有效地建立人才激励机制,使校外引进与校内培养人才都能全力和谐地投入到学校的建设和发展中。本文将探究高校的人才队伍建设的内在规律,构建高校人才评价指标体系,以期对高校的人才队伍建设提供一些有益的借鉴。     

从陕西看我国民办高等学校师资队伍建设

以对陕西西安地区部分民办高校的调查为基础,对陕西民办高等学校师资队伍建设做了重点考察。本文提出并分析了陕西民办高等教育及其师资队伍建设“两个初级阶段”特征,指出,当前陕西民办高等教育正处于重要的转型时期,民办高校师资队伍建设对民办高校发展意义重大,需要引起高度重视。本文分析了陕西民办高校师资队伍建设的主要影响因素及当前面临的新形势,并对陕西民办高校师资队伍建设提出若干建议。     

西点军校管理体制研究

在两个多世纪的发展历程中,西点军校遵循高等教育发展规律,较好地处理了学校与政府的关系、校长与教师的关系、学员与学校的关系,学校自治、教授治校、学生自治等现代大学管理的基本理念得到了确实的贯彻,形成了其颇具"西点特色"的学校管理体制。     

关于高校院（系）实行党政共同负责制的思考

实行党政共同负责是高校院(系)领导体制长期探索和反复实践的课题,具有重要的理论与实践意义。在贯彻和落实党政共同负责制的实际工作中,必须注意:严格坚持共同负责与分工负责相结合;充分发扬民主,坚持和完善党政联席会议制度和议事规则;重视和加强党政领导班子建设,尤其是一把手的选拔与任用。