竞争冒险实验电路的设计与测试

本文给出竞争冒险的测试电路、测试方法和测试结果.将时间延迟和过渡时间、逻辑关系和延迟信号相位,作为竞争冒险的产生原因和机制.该文对帮助竞争冒险的认识以及成因的理解很有裨益.     

General experiences + race + racism = Work lives of Black faculty in postsecondary science education

Existent research indicates that postsecondary Black faculty members, who are sorely underrepresented in the academy especially in STEM fields, assume essential roles; chief among these roles is diversifying higher education. Their recruitment and retention become more challenging in light of research findings on work life for postsecondary faculty. Research has shown that postsecondary faculty members in general have become increasingly stressed and job satisfaction has declined with dissatisfaction with endeavors and work overload cited as major stressors. In addition to the stresses managed by higher education faculty at large, Black faculty must navigate diversity-related challenges. Illuminating and understanding their experiences can be instrumental in lessening stress and job dissatisfaction, outcomes that facilitate recruitment and retention. This study featured the experiences and perceptions of Black faculty in science education. This study, framed by critical race theory, examines two questions: What characterizes the work life of some Black faculty members who teach, research, and serve in science education? How are race and racism present in the experiences of these postsecondary Black faculty members? A phenomenological approach to the study situates the experiences of the Black participants as valid phenomena worthy of investigation, illuminates their experiences, and seeks to retain the authenticity of their voices.     

The Effects of Faculty Demographic Characteristics and Disciplinary Context on Dimensions of Job Satisfaction

This study applies Kalleberg’s framework to better understand the effects of diverse demographic faculty characteristics on dimensions of job satisfaction. We also extend his work and the work of others to explore the contextual effects of academic disciplines on faculty job satisfaction. We find that women are consistently less satisfied than their male colleagues and that the effect of being female varies by discipline on levels of job satisfaction. We also find race/ethnicity has mixed effects on dimensions of job satisfaction but the effects of race/ethnicity tend to be constant across discipline. Our findings hold important implications for those seeking to understand the experiences of college faculty from diverse demographic backgrounds.     

印度卓越大学教师劳动关系:既成矛盾与治理结构

劳动主体、雇佣主体、劳动内容、劳动客体构成了大学教师劳动关系结构的核心要素。从核心要素来看,印度卓越大学教师劳动关系存在着既成矛盾,主要表现为失衡与冲突。为扭转教师劳动关系的困厄,印度卓越大学建立了政府、市场、学术权力、中介组织多维度的治理结构。印度通过法律和政策等手段促进劳动关系契约化、学校和教师行为法制化、劳动关系和谐化发展,对于显性调节劳动关系、隐性消弭劳动关系的冲突失衡发挥了重要作用,这对我国一流大学教师劳动关系和谐发展具有借鉴意义。     

Still flies in buttermilk: black male faculty,critical race theory,and composite counterstorytelling

Driven by critical race theory, this essay employs composite counterstorytelling to narrate the experiences of black male faculty on traditionally white campuses. Situated at the intersections of race and gender, our composite counterstory is richly informed by 11 interviews with black male faculty alongside critical race scholarship that documents the omnipresence of black misandric ideology. Through our protagonist Dr Timesnow, a black male Assistant Professor, we reflect on how his daily experiences incite racial battle fatigue, feed into imposter syndrome, and circumvent an inclusive campus community.     

Mentoring African American Faculty in Predominantly White Institutions

Mentoring has been identified as a method to facilitate the professional growth and development of African American faculty and to increase their representation in predominantly White institutions. However, there is little empirical evidence from studies of this group to suggest that this is the case. This article presents findings from a study of the mentoring experiences of African American faculty in two predominantly White research institutions, and the findings are presented using a cross case analysis to highlight complexities which may affect the dynamics of faculty-to-faculty mentoring for African Americans. The findings from this study make two important contributions to the literature on faculty-to-faculty mentoring for African Americans: an analysis of assigned mentoring relationships and the concept of the isolation of African American faculty in predominantly White institutions. The findings also challenge the literature on traditional faculty-to-faculty mentoring in three areas: mentor functions, phases of the mentor-protégé relationship, and race in the mentoring relationship. The article concludes with implications for practice and the role of the university in taking affirmative steps to facilitate the professional growth and development of African American faculty.     

“It’s Pretty Essential”: A Critical Race Counter-Narrative of Faculty of Color Understandings of Diversity and Equity in Doctoral Admissions

Using a short story fiction counter-narrative, this critical race study examines how faculty of color within higher education and student affairs doctoral-granting programs bring critical epistemologies to their decision-making in the student admissions process and work to decolonize the academy despite neoliberal pressures. Faculty of color depart from current accounts of faculty decision-making in doctoral education in two key ways—by disregarding standardized measures of success and by considering diversity throughout the entire admissions process—leading us to important insights about how faculty of color differ from white faculty in their perception of and in their emphasis on diversity, equity, and justice in the admissions process. The implications are both broad and specific for creating dynamically diverse campus climates in an era of persistent challenges to affirmative action. The findings speak to the ways that those concerned with educational diversity and equity can support diversity and equity efforts in a neoliberal, color-blind environment. In a world defined by such policy and practice and a country that determines options and opportunity based on race, this study centers the voices of faculty of color in their institutions and analyzes how identity and institutional logics influence behavior.

     

Sex and race discrimination among university faculty: A case study showing combined effects

This study predicts faculty salaries using data collected at a large public university on publications, teaching and administrative hours, years of education and experience, department, sex, race, and interaction terms. Female faculty earn 24 percent less than male faculty; 17 or 41 percent of this differential is attributable to discrimination, depending on the particular set of salary determinants used. Unlike previous investigators, this study does not find discrimination in favor of minority faculty members. The choice of variables and form of model appropriate for a study of salary discrimination are discussed.     

David Purpel,Emeritus Professor: In Memoriam

This article employs an intersectional analysis of the experiences of Black faculty at an elite US university who have mentored Black undergraduates, and focuses on faculty’s meaning making of their connection to their mentees, and challenges they face in these relationships. Findings reveal that faculty found their shared cultural background enhanced mentoring, and they worked hard to establish trust with their mentees, absent at times in mentees’ relationships with White faculty. Participants shared barriers to engaging in mentoring relationships, with gender and age intersecting with race for unique challenges and benefits for the subjects. Policy recommendations are made to support junior faculty mentors in the tenure granting process, and produce incentives for all faculty to share the responsibility of mentoring.     

Critical modeling principles when testing for gender equity in faculty salary

Multiple regression procedures are commonly used to investigate gender equity in faculty salary. However, a review of 19 case studies indicates that many of them fail to (a) adequately develop a regression model that examines the linear and nonlinear (i.e., interactive and curvilinear) relations between predictors and the criterion and (b) appropriately apply regression diagnostic statistics throughout salary model development. A seven-step process is presented as a comprehensive framework for testing allegations of gender discrimination in faculty salary. Steps include (a) identifying predictors of faculty salary, (b) identifying and establishing criteria for interpreting statistical tests and diagnostic procedures, (c) determining the criterion variable used in the salary model, (d) developing a salary model, (e) testing for gender discrimination in pay, (f) conducting diagnostic procedures to confirm the appropriateness of the final salary model, and (g) testing the assumptions of the regression model. An application of this model is presented using a case study (N = 725 faculty).     

The economics of sex differentials : Cynthia B. Lloyd and Beth T. Niemi. New York: Columbia University Press, 1979. Pp. 355. $16.50 (cloth)

This study predicts faculty salaries using data collected at a large public university on publications, teaching and administrative hours, years of education and experience, department, sex, race, and interaction terms. Female faculty earn 24 percent less than male faculty; 17 or 41 percent of this differential is attributable to discrimination, depending on the particular set of salary determinants used. Unlike previous investigators, this study does not find discrimination in favor of minority faculty members. The choice of variables and form of model appropriate for a study of salary discrimination are discussed.     

Power dynamics in teaching and learning practices: an examination of two adult education classrooms

The purpose of this research was to determine the ways in which power relations that exist in the wider social context are played out in the teaching and learning dynamics of adult education classrooms. The research design was a qualitative comparative case study of two courses taught by the authors in a university setting. Data sources included students’ evaluations, teachers’ observations, interviews with students, interviews with both teachers, and conversations with similarly situated faculty members. The themes of mastery, voice, authority and positionality found in previous research were used to organize the results. The results showed the many complex ways in which power relations based on race, class, gender, disability and sexual orientation played out across all four themes and how these dynamics directly influenced the teaching and learning process. The positionality of the teachers and learners, in particular the racial category of whiteness, emerged as a key power relationship mediating classroom dynamics. We suggest that the facilitation model of teaching does not account well for these dynamics and that further efforts are needed to better understand how societal power relations affect teaching and learning efforts and what responses adult educators can make to negotiate these issues.     

‘We need a woman,we need a black woman’: gender,race, and identity taxation in the academy

In 1994, Amado Padilla used the phrase ‘cultural taxation’ to describe the extra burden of service responsibilities placed upon minority faculty members because of their racial or ethnic background. In this paper, we expand upon Padilla's work and introduce the concept of ‘identity taxation’ to encompass how other marginalised social identities (such as gender, race and gender, and sexual orientation) may result in additional non-academic service commitments for certain faculty. Using qualitative interviews with faculty members at a large, public university in the Midwest, we examine identity taxation involving gender and the intersection of gender and race to demonstrate how women faculty (in general) and women of colour (specifically) feel their gender and racial group memberships influence their experiences in academia.     

Sex and Race Differences in Faculty Tenure and Promotion

Data from the 1993 National Study of Postsecondary Faculty are used to explore sources of the lower representation of women and minorities among tenured than tenure track faculty and among full professors than lower ranking faculty. A 2-step approach is used. First, differences in the probability of being tenured rather than on a tenure track are explored. Then, differences in the probability of holding the rank of full professor among faculty who are tenured are examined. Logistic regression analyses are used to isolate the effects of sex and race on the dependent variables after controlling for human capital, productivity, and structural characteristics. For both tenure and promotion to full professor, separate analyses are conducted for women and men in order to explore sex differences in the tenure and promotion processes. All analyses are conducted separately for full-time faculty working at public 2-year institutions and full-time faculty working at 4-year institutions.     

Enact,discard, and transform: a critical race feminist perspective on professional socialization among tenured Black female faculty

Through an analysis informed by critical race feminism, this paper examines the intersection of professional socialization and agency among tenured Black female faculty at Predominantly White Institutions (PWIs). Professional socialization entails the transmission and reproduction of professional norms. However, within PWIs, professional socialization emanates from a legacy of race and gender exclusion. Thus, normative conceptualizations of professional development may not adequately address how Black women negotiate institutional cues to define their professorial role. The findings show that a three-prong model of engagement: enacting, discarding, and transforming institutional norms, comprised the participants’ socialization process; agency played an important role in their career success. Implications for facilitating agency among Black female faculty and similarly situated groups are discussed.     

Creating and Implementing a Faculty Interest Group for Historically Underrepresented Faculty

This article describes the creation and implementation of a faculty interest group for historically underrepresented faculty at a large, urban community college in the Northeast. Faculty interest groups provide opportunities for faculty across disciplines to meet to explore common interests and share concerns and best practices. The faculty interest group described in this article was designed to explore and address the challenges faced by historically underrepresented faculty and facilitate the process of attaining reappointment, promotion, and tenure. Nationwide, nearly half of community college students come from populations that are also historically underrepresented, and community colleges are challenged to recruit and retain faculty that mirror the student body. Research demonstrates that historically underrepresented faculty members enrich the overall education of all students, and yet a significant number of those faculty members describe their college campuses as unwelcoming. Factors that make campuses unwelcoming for these faculty include, but are not limited to, the following: isolation and marginalization; salary disparities; microaggressions based on race, gender, and sexual identity; heightened visibility; and additional role demands. Community college administrators ought to be concerned with historically underrepresented faculty members’ satisfaction and persistence on campus because these faculty members are vital members of the academy. Faculty interest groups for historically underrepresented faculty may provide the support and professional development opportunities that will ensure their retention and success in academia.     

Revitalizing the Field of Educational Foundations and PK–20 Educators' Commitment to Social Justice and Issues of Equity in an Age of Neoliberalism

In this article, we situate the imminent extinction of educational foundations within larger macro contexts, including the corporate control of knowledge production, the marginalization of critical academics who challenge the social, economic, and political status quos, and the global (United States in particular) economic recession. We also reaffirm why the field of educational foundations is important for this particular historical moment. In an effort to fight neoliberalism's stranglehold on PK–20 education, we provide guideposts for other like-minded critical educators. Specifically, these guideposts speak to why educational foundations are (despite their maltreatment and marginalization) an integral part to PK–12 teacher preparation and provide a call to action requiring educational foundations faculty members to inform those who still do not know that schools serve to reinforce the existing power, political, race, and economic relations.     

SOME QUESTIONS ABOUT EDUCATIONAL POLICY AND THE SOCIAL SCIENCES

In this article I examine my struggles as a White teacher educator creating discourse around race with my preservice students. I use my own struggles to highlight how White members of a teacher education faculty do, and more often do not, address race either with our preservice teachers or among ourselves. In particular, I explore the implications of "colorblindness" for teacher education. I conclude with suggestions for ways in which Colleges of Education can support White faculty members as they move beyond colorblindness toward racial consciousness.     

The State of the Literature on Student Evaluations of Teaching and an Exploratory Analysis of Written Comments: Who Benefits Most?

The purpose of this exploratory analysis is to review the state of the literature on student evaluations (SEs) of teaching and examine to what extent an instructor's race/ethnicity influences student's qualitative comments. Also, does the intersection of race and gender influence student's qualitative comments on SEs? Utilizing an online survey distributed among various organizational listserv in the discipline of Political Science, this study highlights written comments received on SEs by faculty generally. Additionally, we hope to contribute findings that support how negative comments may affect faculty of color and women.