Publication Type: Conference Paper/Unpublished Manuscript
Abstract: This paper examines (a) pre-service teacher outcomes associated with experiential learning in domestic and international settings and (b) pre-service vs. experienced teacher outcomes associated with experiential learning in international settings.

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: My paper examines the concept, developed by historians, of racially "inbetween people," with a specific example of Italian immigrants. The work is based in western states during the period of industrialization for this region from 1880 to 1920. Drawing inspiration from historians, who are doing recent research on violence at the micro and macro level toward this group, I examine Arizona as a case study. I argue that in Arizona Italian immigrants were targeted by macro and micro levels of violence in the period of industrialization from 1880-1920s. The focus is on the mining industry, which was undergoing a radical transformation due to technological advances that lead to a deskilling of labor. Skilled whites, whose economic and political superiority was threatened by newer Europeans and immigrants of color, sought to rigidly define and defend white privilege. Italians did not support white racial hegemony, because they were racialized as a swarthy, Latin group; however their European origins meant it was difficult to completely exclude them. They received lower wages than whites, but higher than minorities, and lived in lower class areas among minorities. And recognizing their status they sided with Mexicans in a series of strikes. The research incorporates many primary sources, such as newspaper records, court cases, autobiography, and records of immigration and naturalization. Numerous secondary sources were also incorporated, particularly relating to key Arizona and other western communities.

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: My paper reports evidence from experiments which test what types of political knowledge viewers gain from watching political situations embedded in popular television dramas. The  focus will be on the political significance of the findings.

Publication Type: Poster
Abstract: This study focuses on the extent to which receiving physically abusive punishment and witnessing violence by a family member increases the likelihood of later delinquency. Data for this presentation were drawn from the National Survey of Adolescents in the United States. Information was collected through interviews with a national probability telephone sample of 4,023 juveniles ages 12-17 and their parents or guardians.

Sex, age, race, Post Traumatic Stress Disorder (PTSD) and income were controlled for. Using censored regression, I found that sex, age, PTSD and physically abusive punishment all had a significant relationship with delinquency, while race and witnessing family violence were shown to be nonsignificant in this model. This analysis is particularly important because, not only does physical abuse lead to emotional and psychological damage, but it also is a marker for increased delinquent behavior in adolescents.

These results suggest a number of important policy implications surrounding the effects of child abuse. Programs aimed at new parents that offer parenting skills, child care opportunities, and support services can be effective in improving parenting and thus reduce the likelihood of abuse. Early intervention or prevention of abuse is the key. Later intervention should not be ignored, however. Programs such as multi-systemic therapy and family functional therapy have shown success in bringing families together to resolve such issues.

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: The lead author will share her experiences in assigning a novel out-of-class activity for her Gender and Aging Women’s Studies course. Students must break a gender norm in public and then analyze others’ and their own reactions to the exercise. They also need to reflect how others' and their own responses might change if the students were 81 years old. Pedagogical and gender-sensitivity implications as identified by the coauthors will be discussed.