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Afterword: Class Work/Homework

Karen W. Tice

in Queens of Academe: Beauty Pageants and Campus Life

This chapter examines the diverse effects of campus beauty pageants for affirming and disrupting restrictive gender/race/class dynamics on campus. It discusses the effects of neo-liberalism, ... More

This chapter examines the diverse effects of campus beauty pageants for affirming and disrupting restrictive gender/race/class dynamics on campus. It discusses the effects of neo-liberalism, post-feminism, and new media technologies not only on student cultures but on universities themselves. It examines the recent escalation of marketing discourses, corporatization, and branding of higher education in governance and quotidian practices. The chapter also examines recent patterns of consumption, “buzz” marketing, self-maximization, image enhancement, body regulation, class politics, and student life. It explores the growing popularity of using students as “brand ambassadors” in partnerships with businesses as well as student generated fashion webzines and blogs that groom, package, and manage student bodies. It also suggests strategies for enhancing critical awareness of how gender, class, race, beauty, and bodies are continually braided in student culture and higher education.Less

Multifaceted Acculturation: An Immersive, Community-Based Multicultural Education

Norian Caporale-Berkowitz and James Lyda

in Building the Intentional University: Minerva and the Future of Higher Education

Minerva’s education model expands the meaning of a multicultural education by bringing together a truly diverse group of students and immersing them in seven different cultural settings. Our current ... More

Minerva’s education model expands the meaning of a multicultural education by bringing together a truly diverse group of students and immersing them in seven different cultural settings. Our current students come from 50 countries and a range of socioeconomic backgrounds, vary in age from 16 to 25, represent every major world religion, and have personal identities that span the spectrum of racial and ethnic groups, as well as gender and sexual affiliations. In this chapter, we describe the ways that we create a diverse, dynamic, and complex student culture, as reflected in the processes of admissions, orientation, residential life, community programs, extracurriculars, and the creation of student traditions and legacies. The unique model at Minerva provides many opportunities to create a new definition of multicultural education that may be described as "multifaceted acculturation."Less

Student and School Cultures and the Opportunity Gap: Paying Attention and TO Academic Engagement and Achievement

Prudence L. Carter

in Closing the Opportunity Gap: What America Must Do to Give Every Child an Even Chance

Prudence Carter discusses multiple perspectives ofhow schools’ sociocultural environments and practices matter to student engagement and achievement. Some of the most consistent and convincing ... More

Prudence Carter discusses multiple perspectives ofhow schools’ sociocultural environments and practices matter to student engagement and achievement. Some of the most consistent and convincing research suggests, for example, that when students’cultural backgrounds are dissimilar to the backgrounds of their teachers and principals, the disadvantages experienced by those students is frequently due to educators’ lack of familiarity with their social backgrounds. The cultural mismatch between students and educators, in turn, hinders those educators’ capacity to engage with their students effectively. Also, cultural inequality within schools and in wider society—which stems from the privileging of white, middle-class tastes and ways of being—is often ignored, Carter argues. Yet, the inability of many educators to reconcile their cultural sensibilities with the social realities, cultural resources, and understandings of Black, Latino, Native American and other nondominant groups is another main driver of the opportunity gap in American education.Less

The Jesus Revolution from Berkeley to Dallas

John G. Turner

in Bill Bright & Campus Crusade for Christ: The Renewal of Evangelicalism in Postwar America

This chapter discusses how contemporary and later accounts of student culture in the late 1960s have mostly focused on two phenomena: the New Left and the counterculture. The New Left, which briefly ... More

This chapter discusses how contemporary and later accounts of student culture in the late 1960s have mostly focused on two phenomena: the New Left and the counterculture. The New Left, which briefly became a mass movement through its strident opposition to the Vietnam War, grew out of a mixture of Old Left labor advocacy, radical pacifism, and white civil rights activism. The counterculture, a generational mood rather than a coherent movement, was a cultural rebellion centered on sex, drugs, and rock music that broadly permeated youth culture in the late 1960s and early 1970s. Recently, scholars have begun to explore conservative forms of 1960s student activism, such as Young Americans for Freedom. Yet despite the recent burst of interest in the conservative movements of the 1960s, historians have paid relatively little attention to the cultural and political significance of conservative evangelical activism in the late 1960s.Less

‘Boys to Men’: Rites of Passage, Sport, Masculinity and Medical Student Culture, c.1880–1930

Laura Kelly

in Irish Medical Education and Student Culture, c.1850-1950

This chapter explores the lives of medical students outside the lecture theatre, hospital and dissecting room, as well as representations of medical students, through the use of student magazines, ... More

This chapter explores the lives of medical students outside the lecture theatre, hospital and dissecting room, as well as representations of medical students, through the use of student magazines, cartoons, doctors’ memoirs and contemporary Irish literature. Although the medical curriculum was intense in the period, evidence suggests that students still had time for extra-curricular activities. The chapter argues that male medical students in this period tended to engage in typically ‘masculine’ activities such as rugby, football, pranks and drinking. Students were also encouraged to partake in these activities by their professors, who occasionally joined in themselves, thus reinforcing this behaviour. Such activities also helped to bond students together, resulting in a distinctive medical student culture built around an ethos of manliness which was set apart from the rest of the student body. The cultivation of the image of the medical student as a predominantly male individual became an important force in segregating men and women students and helped to preserve Irish medicine as a largely masculine sphere.Less

Medical Education and Student Culture North and South of the Border, c.1920–1950

Laura Kelly

in Irish Medical Education and Student Culture, c.1850-1950

The final chapter draws primarily on oral history interviews conducted with 24 men and women who studied at Irish medical schools in the 1940s and 1950s. These interviews provide first-hand accounts ... More

The final chapter draws primarily on oral history interviews conducted with 24 men and women who studied at Irish medical schools in the 1940s and 1950s. These interviews provide first-hand accounts of the experiences of Irish medical students during a time of an increasingly conservative Irish society. Although female respondents reported no difference in treatment by the male students, interviews, memoirs and student magazines suggest that women were often the subject of pranks and sexualised comments which further isolated them from the male student body. The post-war period was also distinctive in terms of increasing numbers of international students in the Irish medical student body. Furthermore, the chapter explores how emigration played out in the lives of Irish graduates. Finally, it is clear that links between British medical education and Irish medical education persisted even after Irish independence in 1922.Less

From the Big Apple to Berkeley: Perspectives of a Junior Faculty Member

Lawrence W. Levine

in The Free Speech Movement: Reflections on Berkeley in the 1960s

This chapter describes the author's experience in the Free Speech Movement (FSM) as a junior faculty member of the University of California, Berkeley, from New York. It explains that he was at first ... More

This chapter describes the author's experience in the Free Speech Movement (FSM) as a junior faculty member of the University of California, Berkeley, from New York. It explains that he was at first shocked by the Berkeley culture which was very different from the culture of where he came from. He later learned about the left student culture and resumed his civil rights activities by joining the Berkeley branch of the Congress of Racial Equality (CORE). He expresses uncertainty about the enduring impact of the FSM.Less

‘This Feminine Invasion of Medicine’: Women in Irish Medical Schools, c.1880–1945

Laura Kelly

in Irish Medical Education and Student Culture, c.1850-1950

This chapter examines the experiences of women who studied at Irish medical schools and hospitals from the 1880s to 1940s. Previous research has suggested that the first generation of female medical ... More

This chapter examines the experiences of women who studied at Irish medical schools and hospitals from the 1880s to 1940s. Previous research has suggested that the first generation of female medical students at Irish institutions had largely positive educational experiences and were treated in a paternalistic and supportive manner by their professors and fellow students, in contrast with their counterparts in Britain. However, in spite of this, it is clear that Victorian arguments against women studying medicine prevailed. In the student press, female medical students were presented as the ‘other’ and characterised as studious, bookish, cold, defeminised or alternately as obsessed or unconcerned with their appearances. It is clear, that although women and men were largely educated together for all subjects, with the exception of anatomy dissections, that women occupied a separate social sphere from the male students. Drawing on student magazines, Irish doctors’ memoirs, newspapers and the minute books of medical student societies, this chapter evaluates attitudes to women studying medicine and the educational and extra-curricular experiences of these women and how they fitted in within a very masculine sphere. In addition, this chapter will also explore women’s day-to-day student lives and the challenges they faced in pursuit of their education.Less

Conclusion

Laura Kelly

in Irish Medical Education and Student Culture, c.1850-1950

The conclusion collates the key findings of the book and parallels between the experiences of medical students of the past and medical students today.

Frances Jewell McVey and the Refinement of Student Culture

Terry L. Birdwhistell and Deirdre A. Scaggs

in Our Rightful Place: A History of Women at the University of Kentucky, 1880--1945

This chapter introduces Frances Jewell McVey, a graduate of Vassar College and Columbia University, and illustrates her impact on UK women’s academics and social life and how she sought to instill ... More

This chapter introduces Frances Jewell McVey, a graduate of Vassar College and Columbia University, and illustrates her impact on UK women’s academics and social life and how she sought to instill aspects of student culture that she had known at Vassar into a southern public coeducational university. It explains Jewell’s difficult decision to marry the university president and abandon her professional career goals. It also explores the impact of World War I on both women faculty and students, and it discusses the entrance of women students into nontraditional academic areas, such as engineering.Less