How does one get their students to stop sending them pics of their Covid tests and other gory medical details? Asking for a friend. Who already told them they donât have to explain these things in the syllabus.
Goldin was the first woman to be tenured in economics at Harvard. Skocpol was the first woman to be tenured in sociology at Harvard (and only after won a sex discrim case). Pretty remarkable, given both are still active today. I mean, it's not like these "firsts" are ancient history.
I cite a LOT of articles in my work, in part, because I am a social scientist in academic public health whose work is reviewed by economists. That, plus I study/measure structural racism in social/health services policy/provision, so the "burden of proof" falls heavily on me.
ALSO, and this is important and why journal reference limits piss me off so much ⌠more references means greater equity in acknowledging the contributions of underrepresented scholars! Including those excluded from R1 universities and those publishing in â2nd tierâ journals
My latest at @thenation âthe current structure of the program and its asset limits ensure that low-income seniors, disabled people, and their families, are never able to move away from a life of povertyâ #DemolishDisabledPoverty #CripTheVote www.thenation.com/article/soci...
Asset limits in the program have created a system in which millions of people cannot save money for their families or their future.
From Becca Jiggins: "If you've recently discovered you're neurodivergent, Yay! So happy you finally can understand yourself better. But please, please recognise that this personal discovery does not exempt you from being ableist and does not make you an expert in disability, neurodivergence or ED&I"
That their students can have interests & pursuits. They could go to college. That they could have jobs and hobbies. Self-fulfilling prophesies and chatter about mental age are really damaging, and I mourn the rich lives many students could live but are told don't exist for them.
Lots of this is because schools are underfunded, etc. And I know that. But I also think part of this barrier is attitudinal. I speak to so many SpEd teachers who won't say the word disabled; who don't acknowledge that their students can grow up and be part of vibrant communities.
I also wonder how many students could excel in what we think of as "traditional academic" pursuits if they were given a real chance; given attention, support, and encouragement, instead of placed in classrooms that in my experience don't provide students with real learning opps.
I don't think we should live in a society that privileges those with "idealized" communication and comprehension patterns. But I also feel like so many children are presumptively excluded from academic pursuits, especially Black students who are overrepresented in SpEd classes.